Assessing Student's Needs for Assistive Technology (ASNAT)

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Chapter 6 – Assistive Technology for Recreation … a given student. A universal cuff, Velcro strap or other splint can be made or purchased for children who have trouble holding on to utensils. The cuff will “hold” the item, while the child controls it through hand and arm movements. Occupational or Physical Therapists are usually familiar with these splints. Children who need arm support can use items like an Ergo Rest ® , which will support the arm for drawing and painting. There are several commercial modifications for grips, splints and universal cuffs that can be found in special education or therapy catalogs. Some children will have great difficulty with utensils used in art and drawing projects. Creating adapted stamps with sponges or cookie cutter stamps can make if possible for a child to be a more active participant. In addition, adapted scissors can be purchased from common companies such as Fiskars and tape dispensers that have a hand strap and dispense one piece of tape at a time are available from 3M. Art projects utilizing paint spinners, squirt guns with paint or painting with large rollers are just a few other ways to modify activities. In some cases, other students will also enjoy using the adaptations so that the child with special needs isn’t the only one using them. Finally, using the computer to generate pictures, make sounds, or use for other projects may provide a means for participation. There are many hardware peripherals and software programs that can make it possible for a student to participate in art. Visit the WATI website at www.wati.org for suggestions from Melissa Enderle, Adaptive Art Specialist. Some programs have a stamp selection that allows children to “draw” a picture for a project or to write a story. Common school programs like Kid Pix ® Studio Deluxe (Riverdeep, Inc.), Storybook Weaver ® (Riverdeep, Inc.) and Destination/Imagination Express ® (Riverdeep, Inc.) series use stamps to accent selected backgrounds. Other drawing programs with easy access features include Blocks in Motion ® (Don Johnston Incorporated), IntelliPics Studio (IntelliTools ® ), and the AppleWorks 6, (Apple Computer, Inc.) draw program. The STAR System of Computer Use The STAR system (See Figure 1) is an adaptation of the work of team members on the NORDIC Project, which provides a framework for thinking about and planning for the use of the computer with children with severe cognitive and physical disabilities. Its purpose is to identify possible adaptations and software features that will match the abilities of the target child. At the Basic Level (one star), children who function at a very limited or passive level would be working to increase their attention to and response to computer stimuli. This could be done through switch access or a touch window. Software that has animation, movement and or sounds would be utilized. At the Automatic Level (two star), students will be working towards goals that would allow a greater cognitive load. They would begin to act upon the computer with expectation of results. They may move objects around the screen, or explore the function of software. They may access the computer utilizing an alternative keyboard or a mouse. Software at this level may be less busy or multisensory. Children at this level may respond to words, changes in color, natural sounds, or changes in size and color. At the Purposeful Level (three star), students are pre planning and analyzing their use of the computer and software. They may use the keyboard or an augmentative communication device to access their computer. The software is more geared to serve their academic needs and desire for cognitive challenge. Assessing Students’ Needs for Assistive Technology (2004) 162
Chapter 6 – Assistive Technology for Recreation … Stages Framework Another framework for the progression of technology use for students with developmental delays is the Stages framework. Stages is a software assessment program developed by Assistive Technology, Inc. that assesses students in seven stages of cognitive and language development. It recommends software and off-computer activities to help the student move from one stage to the next. The stages are: 1. Cause and effect 2. Language readiness 3. Emerging language 4. Early concepts 5. Advanced concepts and communication 6. Functional learning 7. Written expression Assessing Students’ Needs for Assistive Technology (2004) 163
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Chapter 1 - Assistive Technology As
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Notes: Chapter 1 - Assistive Techno
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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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