Assessing Student's Needs for Assistive Technology (ASNAT)

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Chapter 6 – Assistive Technology for Recreation … A CONTINUUM OF CONSIDERATIONS FOR ASSISTIVE TECHNOLOGY for Recreation and Leisure Toys adapted with Velcro , magnets, handles, etc. Toys adapted for single switch operation Adaptive sporting equipment (e.g., lighted or beeping ball) Universal cuff or strap to hold crayons, markers, etc. Modified utensils (e.g., rubber stamps, rollers, brushes) Arm support for drawing/painting Electronic aids to control/operate TV, VCR, CD player, etc. Software to complete art activities Games on the computer Other computer software Assessing Students’ Needs for Assistive Technology (2004) 156
Chapter 6 – Assistive Technology for Recreation … Assistive Technology For Recreation and Leisure One of the most challenging tasks in education is to work with students with severe and profound cognitive disabilities that leave the child functioning at a few months of age cognitively, regardless of their chronological age. Recreation and leisure is often a focus area within the Individual Educational Program for children with severe/profound cognitive disabilities. Because of this, the first Section of this chapter is written with this population in mind. Assistive Technology and Children with Severe/Profound Cognitive Disability What can limit a child’s involvement in recreation and leisure? For the purposes of this chapter, the limitations are divided into three general areas; (1) arousal and/or attention, (2) ability to physically interact with equipment or objects in the environment, and (3) social or behavioral skills. Sensory Planning for Increased Arousal/Attention ♦ Increased Arousal-When working with children who experience severe/profound cognitive disability, getting their attention and keeping them sufficiently focused and aroused to attend to things in their environment is the first step. When thinking about arousal/attention begin by considering the following: How do sensory experiences affect this child? Are there some that are preferred and should be utilized? Are there some that the child dislikes and should be avoided? What sensory stimuli (e.g., lights, music, sounds, smells, perfumes, food, taste, touch, movement) produce a consistent response in the child? That response may be an increase in arousal or attention or it may be the opposite and indicate a sensory area to avoid. It is important to note the arousal state after activities such as physical education or recess. Is the child in an increased attention state? If so, this indicates that it was a good level of activity and stimulation that left the child in an aroused state, when s/he will be most able to attend to a new activity or experience. ♦ Decreased Arousal-Conversely is the child who is in a “shutdown” response. If so this indicates the activity was too stimulating and produced a sensory overload. Shutting down is the result of too much stimulation. Unfortunately, we often interpret this response as a lack of interest or awareness and INCREASE the stimulation, causing the child to further shutdown. The first task in assessing this student’s ability to benefit from assistive technology is to carefully observe and chart the child's level of alertness throughout the day and plan for the introduction of assistive technology when the child is at his/her most alert level. ♦ Increased Time on Task-The next questions is: How long is the child able to interact with various sensory stimuli (e.g. seconds, minutes, hours)? To increase the amount of time a child is able to attend to and participate in a learning task, utilize preferred sensory stimuli that you have identified to frame the activity. Assess which stimuli would assist the child in attending to the current environment and use the preferred stimuli to increase engaged time within that activity. (An IEP goal might be to decrease the number of times the preferred sensory stimulate has to be given to maintain the child’s active response within the non preferred activity.) An example is the child who responds very positively to the scent of lemon. When lemon essence is presented, the child looks around, lifts her head, and becomes generally more alert. This aroused state can then be used to introduce the child to using a switch to turn on a fan or some music. Assessing Students’ Needs for Assistive Technology (2004) 157
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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 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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