Assessing Student's Needs for Assistive Technology (ASNAT)

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Chapter 6 – Assistive Technology for Recreation … S.T.A.R. system for computer use Results of the child’s action Session focus Abilities of the child Technology adaptation used Session Focus Technology Adaptation Abilities of Child Results of Action Basic Level cause and effect touch window to observe animation on screen increased awareness switch access to touch movement on screen increased interaction to choose sounds to point to indirectly choose Automatic Level concept development touch window to remember animation perceptual/motor develop alternative keyboard to match movement eye/hand coordination/ mouse to discriminate words move a finger switch to plan natural sounds exploration to sort music perceptual training to copy (actions) control chance categorize size/color Purposeful Level mathematics concepts icon based aug. comm.. to sequence words original consultation mouse to move within menus movement problem solving alternative keyboard to organize print out creativity keyboard to analyze to reorganize Adapted by: J. Gierach, CESA #2 (608) 758-6232, 1997. Based on Nordic Project NORDanaLYS, Braende, Hilden, Mathiassen, 1995. Assessing Students’ Needs for Assistive Technology (2004) 164
Chapter 6 – Assistive Technology for Recreation … Utilize Outdoor Play Outdoor play as an alternative during Recreation and Leisure allows for skill development to progress in a variety of areas. It allows for a greater opportunity to integrate the child’s sensory experiences through the combination of auditory, visual, vestibular, and tactile senses that naturally occur during outdoor play. It frequently increases the motivation of children with severe cognitive disabilities to respond to a request. The potential for repetition also increases in this natural interactive setting. The equipment available in playground areas is often the great focus of time and financial resources. More important to the child’s ability to participate in these experiences is the preplanning and focus of the play experience that needs to be done prior to the child’s arrival on the scene. Wide paths with a firm surface are desirable so that the child can get to the play equipment quickly and smoothly. Swings that have firm backs and safety straps make it possible to provide this stimulating activity for children who otherwise could not participate. The kind that can be installed on existing frames are great, because there is less expense and they can be on the same swing set with regular swings for other students. Sand boxes on raised platforms that are wheelchair accessible or climbing structures that allow a child in a wheelchair to roll within the structure provide opportunities for the child using a wheelchair to interact with the more able bodied climbers passing through and running by. Important to the success of outdoor play is the attention to normal peer interactions. An important step is to assess the opportunity for a child to participate in playground games by using an augmentative communication device programmed with greetings, key phrases for games such as hide and go seek, using comments such as “try and catch me” or “bet you can’t run faster than me!”, or arranging an artificial (but still effective) opportunity to use a device to tell kids when it is their turn to go on the slide or when it is safe for them to slide down. It can be very effective to involve peers as “helpers” who get special privileges and can spend time with our target child and even cue him when to activate his augmentative communication device. Simple adaptations to outdoor games can be used to make it more possible for the child with a disability to participate. For example, the ends of jump ropes can be adapted with pipe insulation or the outside of foam hair curlers to allow a child a larger and softer grip surface, or a new game can be devised that has all children stringing juice cans on a large rope to see who finishes first (Sher, 1992). These are also ways that outdoor play can be accessed for it’s potential to include everyone. Swimming is recreation and leisure that provides a stimulating and enjoyable experience for students. Swimming pools allow children to experience movement free of braces and barriers, often with friends and peers. There are a number of flotation devices available commercially that can help maintain buoyancy for a child with a physical disability. These include life jackets and float suits. (Please note that no child in these devices should be left in the water unattended.) Transitions Assistive technology can help children transition from classroom to playground or other play areas and back. Anti-tip bars on wheel chairs can decrease playground accidents. Wagons or strollers can be used to move a child to and from class and play ground equipment. Standers for larger children that allow children to free their hands to catch a ball are available from the Rifton Company, Sammons Preston, and other manufacturers. There are several companies that offer adapted sport equipment. Some additional suggestions include creating “Jungle gyms” from the long foam tubes and connectors offered at several of the large department stores in the swimming section. They are lightweight and soft and offer children with movement problems the opportunity to negotiate a soft maze alternative. Assessing Students’ Needs for Assistive Technology (2004) 165
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Table of Contents Chapter 8 Assisti
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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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