Assessing Student's Needs for Assistive Technology (ASNAT)

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Chapter 5 – Assistive Technology for Reading, Studying, and Math told the teacher that she was “saying it in her head” when she did this.) Finally, she made a noise to “say” the word aloud. Later in the year when presented with a word, she was asked if she knew what the word was or needed to sound it out. Mary’s receptive vocabulary was good and she was able to comprehend most words once she was able to sound them out. She demonstrated this by matching pictures to words and by pointing to the correct word when given a definition or shown the meaning of the word. She was able to make her selection from the array by pointing to one item with her finger. When pointing to printed words, the font needed to be at least 30 point. Mary’s reading recognition and reading comprehension were again assessed one year after the pretest using the PIAT. She scored at the 1.5 grade equivalent in both areas. Because her pretest scores were K.8 and K.0 respectively, she made seven months academic gain in reading recognition and one and a half years academic gain in reading comprehension. That is very impressive when you think about the fact that during the previous 11years of school, she had made only eight months gain in reading recognition and no gain in reading comprehension. Discussion All three students in this study made significant gains. These data indicate that the combination of internal speech, diagnostic distractor arrays, error analysis and assistive technology are an effective approach for teaching reading to students with SSPI. One of the keys to using this technique effectively is to attend carefully to the words and pictures used as distractors. They must be carefully selected to test the student’s ability to discriminate between very similar letters, sounds, letter combinations, or meanings. Highly dissimilar words or pictures would not be effective in assessing specific knowledge. Assessing Students’ Needs for Assistive Technology (2004) 136
Chapter 5 – Assistive Technology for Reading, Studying, and Math A CONTINUUM OF CONSIDERATIONS FOR ASSISTIVE TECHNOLOGY for Learning/Studying Print or picture schedule Low tech aids to find materials (e.g., index tabs, colored folders) Highlight text (e.g., markers, Highlight Tape, ruler) Recorded material (e.g., books on tape, taped lectures with number coded index) Voice output reminders for assignments, steps of task, etc. Electronic organizers Pagers/electronic reminders Single word scanners Hand-held scanners Hand-held computer Software for concept development/manipulation of objects Software for organization of ideas and studying (e.g., Inspiration ® , Draft Builder, PowerPoint) Assessing Students’ Needs for Assistive Technology (2004) 137
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Chapter 1 - Assistive Technology As
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Notes: Chapter 1 - Assistive Techno
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Chapter 2 - Computer Access A CONTI
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Chapter 2 - Computer Access • Wor
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Chapter 9 - Documenting Assistive T
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Chapter 10 - Funding Assistive Tech
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Assistive Technology Vendor Table C
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Assistive Technology Vendor Table M
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Assistive Technology Vendor Table N
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Assistive Technology Vendor Table C
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Assistive Technology Vendor Table V
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Appendix Additional Vendors: Assess
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WATI Product Catalog WATI PRODUCT C
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WATI Product Catalog Assistive Tech
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WATI Product Catalog School Profile
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WATI Product Catalog Wisconsin Assi
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Assistive Technology Assessment For
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Assessing Student's Needs for Assistive Technology (ASNAT)

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