Assessing Student's Needs for Assistive Technology (ASNAT)

More documents

Recommendations

Info

Chapter 8 – Assistive Technology for Vision and Hearing SECTION I: GATHERING INFORMATION/PROBLEM IDENTIFICATION PURPOSE: To gather information concerning the student’s schedule and tasks for the one year duration of the IEP. DIRECTIONS: The team should include the student’s schedule and check () all task items that apply. Accessing community resources Art projects Assignment logs, daily calendar Basic concept development Calculating (scientific, graphing, etc) Computer applications (specify) Daily written class work/assignments Developmental play Drafting projects Filling in pre-printed materials Fixation and visual following Homework Industrial arts projects Internet access Keyboarding Lab experiments-chemistry, sewing Leisure (Independent or not) Mathematics Measuring/weighing (vol., lbs., temp.) Money identification, use, budget Music: reading, composing, playing Notetaking (personal or classroom) Oral communications, presentations Proofreading and editing Reading printed graphics Reading printed text Social interaction Term papers, journals, projects Turn taking Using dictionary, encyclopedia, etc Visual stimulation activities Work Experience TIME: 10-15 Minutes to review and check Schedule of Classes Note: All assistive technology resource and service considerations and solutions should be documented in the IEP. (IDEA 97 Note: Assessing Students’ Needs for Assistive Technology (2004) 206
Chapter 8 – Assistive Technology for Vision and Hearing All assistive technology resource and service considerations and solutions should be documented in the IEP. (IDEA 97) SECTION II: WORKSHEET FOR GENERATING SOLUTIONS PURPOSE: To brainstorm alternative means for the student to increase accessibility within the environment(s). No final decisions. DIRECTIONS: The team may need some starter ideas for brainstorming by checking () all items that apply in each area. TIME: 5-10 minutes of brainstorming. (optional guide) Section II, Part A: Worksheet Facilitation Guide Accessing information. ____ Regular print media. ____ Other normal classroom materials. Which? ____ Library materials including reference materials. ____ Community resources and publications. ____ Developmental/play materials. ____ Other. Needs or use alternative means to produce readable written work for: ____ Self-produced handwritten or printed work. ____ Proofreading all self-produced handwritten printed work. ____ A classroom teacher to read. ____ Handwritten assignments. ____ Assignments. ____ The final copy of written work. ____ Messages for sighted people. ____ Grades or teacher comments on returned assignments. Needs or uses alternative means for speed because: ____ Handwriting speed is slower than peers. ____ Unable to read and write in cursive at same rate as peers. ____ Requires more time to copy from text or board than peers. ____ Requires more time to read class assignments than peers. ____ Is unable to use regular answer sheets (e.g., computerized, blanks) ____ Is much slower than peers in completing answer sheets. ____ Spends significantly more time doing homework than peers. ____ Produces assignments in two or more modes. ____ Dictates assignments rather than writing them. ____ Assignments must be inter-lined. ____ Self-produced notes need to be transcribed into a different format. Assessing Students’ Needs for Assistive Technology (2004) 207
Page 1 and 2:
Assessing Students’ Needs for Ass
Page 3 and 4:
Table of Contents Chapter One Assis
Page 5:
Table of Contents Chapter 8 Assisti
Page 8 and 9:
Chapter 1 - Assistive Technology As
Page 10 and 11:
Page 12 and 13:
Page 14 and 15:
Page 16 and 17:
Page 18 and 19:
Page 20 and 21:
Page 22 and 23:
Page 24 and 25:
Page 26 and 27:
Page 28 and 29:
Page 30 and 31:
Page 32 and 33:
Page 34 and 35:
Page 36 and 37:
Page 38 and 39:
Page 40 and 41:
Page 42 and 43:
Page 44 and 45:
Page 46 and 47:
Page 48 and 49:
Page 50 and 51:
Page 52 and 53:
Page 54 and 55:
Page 56 and 57:
Page 58 and 59:
Page 60 and 61:
Page 62 and 63:
Page 64 and 65:
Page 66 and 67:
Page 68 and 69:
Page 70 and 71:
Notes: Chapter 1 - Assistive Techno
Page 72 and 73:
Chapter 2 - Computer Access A CONTI
Page 74 and 75:
Chapter 2 - Computer Access • Wor
Page 76 and 77:
Chapter 2 - Computer Access • Mou
Page 78 and 79:
Chapter 2 - Computer Access ♦ The
Page 80 and 81:
Chapter 2 - Computer Access Freewar
Page 82 and 83:
Chapter 2 - Computer Access Notes:
Page 84 and 85:
Chapter 3 - Assistive Technology fo
Page 86 and 87:
Page 88 and 89:
Page 90 and 91:
Page 92 and 93:
Page 94 and 95:
Page 96 and 97:
Page 98 and 99:
Page 100 and 101:
Page 102 and 103:
Page 104 and 105:
Page 106 and 107:
Page 108 and 109:
Page 110 and 111:
Page 112 and 113:
Page 114 and 115:
Page 116 and 117:
Page 118 and 119:
Page 120 and 121:
Page 122 and 123:
Page 124 and 125:
Page 126 and 127:
Page 128 and 129:
Page 130 and 131:
Page 132 and 133:
Page 134 and 135:
Page 136 and 137:
Page 138 and 139:
Page 140 and 141:
Page 142 and 143:
Page 144 and 145:
Page 146 and 147:
Page 148 and 149:
Page 150 and 151:
Page 152 and 153:
Page 154 and 155:
Page 156 and 157:
Page 158 and 159:
Page 160 and 161:
Page 162 and 163: Chapter 6 - Assistive Technology fo
Page 236 and 237: Chapter 9 - Documenting Assistive T
Page 248 and 249: Chapter 10 - Funding Assistive Tech
Page 262 and 263:
Chapter 10 - Funding Assistive Tech
Page 264 and 265:
Page 266 and 267:
Page 268 and 269:
Page 270 and 271:
Page 272 and 273:
Assistive Technology Vendor Table C
Page 274 and 275:
Assistive Technology Vendor Table M
Page 276 and 277:
Assistive Technology Vendor Table N
Page 278 and 279:
Assistive Technology Vendor Table C
Page 280 and 281:
Assistive Technology Vendor Table V
Page 282 and 283:
Page 284 and 285:
Page 286 and 287:
Page 288 and 289:
Page 290 and 291:
Page 292 and 293:
Appendix Additional Vendors: Assess
Page 294 and 295:
WATI Product Catalog WATI PRODUCT C
Page 296 and 297:
WATI Product Catalog Assistive Tech
Page 298 and 299:
WATI Product Catalog School Profile
Page 300:
WATI Product Catalog Wisconsin Assi
Page 303 and 304:
Assistive Technology Assessment For
Page 305 and 306:
Page 307 and 308:
Page 309 and 310:
Page 311 and 312:
Page 313 and 314:
Page 315 and 316:
Page 317 and 318:
Page 319 and 320:
Page 321 and 322:
Page 323 and 324:
Page 325 and 326:
Page 327 and 328:
Page 329 and 330:
Page 331 and 332:
Page 333 and 334:
Page 335 and 336:
Page 337:
show all

Assessing Student's Needs for Assistive Technology (ASNAT)

Create successful ePaper yourself

Delete template?

Save as template?