Assessing Student's Needs for Assistive Technology (ASNAT)

Chapter 6 – Assistive Technology for Recreation …
It is also important to consider sensory input as it relates to activity selection, because it can help or
hinder a child’s interaction with assistive technology. How children interact with sensory stimuli should
affect the choices we make in choosing assistive technology devices (e.g. the color, vibration, intensity
of light, loudness, etc.) The use of thoughtful sensory planning can create a window of opportunity for a
low cognitive functioning child to participate in the target experience.
Remember that most movement will increase the alertness level of a child providing a window of
opportunity for new or cognitively difficult tasks afterwards. Thus a cognitive activity may work better
if it is timed after physical education or recess. At the same time, for children who have limited
movement, a little gross motor activity may go a long way or can provide a delayed reaction. Sometimes
this reaction (i.e. dizziness), can register as much as an hour later. Noted movement activities to watch
are merry-go-rounds and swings. If a child is getting sick consistently during the day, review movement
activity that has occurred earlier in the day, work with the Occupational Therapist, Physical Therapist or
Adapted Physical Education instructor to find a better level and amount of movement for the child.
If you are not aware of the sensory stimuli that are most likely to cause a positive or negative response
from a child, you may want to complete the Every Move Counts (Korsten, Dunn, Foss, and Francke,
1993)Assessment.
Sensory Consideration in Selecting AT
A child with cognitive and physical disabilities may be extremely sensitive to some type of sensory
stimuli. If so, this will affect how he or she performs when that sensory stimuli is present. If a child is
light and sound sensitive, a toy with bright flashing lights and a siren sound will not be the best choice
as a reward for switch activation. On the other hand, if a child responds with “yum” sounds when the
school lunch is tacos, the same spicy smell may provide a very motivating reason to hit the switch to
help create a snack. Some sensory elements to consider when planning for assistive technology uses
include the student’s reaction to light, sound, smell, and touch.
If the child likes light, try:
♦ Bright flashy, hologram type paper streamers on a fan or switch
♦ Computer games with visual components
♦ Light cues on targets
♦ Lighted balls or other equipment
♦ Playground equipment with contrast color (on steps to slide, seat of swing, etc.)
If the child likes sound, try:
♦ Music on the computer or CD/ tape deck (Usually rhythmic, quiet music is calming and arhythmic,
louder music will increase alertness level.)
♦ Computer games with an auditory component
♦ Auditory Scanning options on the computer to allow interaction for a visually impaired child
♦ Balls or other equipment with a bell or beep inside
Assessing Students’ Needs for Assistive Technology (2004) 158