Assessing Student's Needs for Assistive Technology (ASNAT)

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Chapter 8 – Assistive Technology for Vision and Hearing Note: All assistive technology resource and service considerations and solutions should be documented in the IEP. (IDEA 97) Section II, Part A: Worksheet Facilitation Guide (cont’d.) Needs or uses alternative means for accuracy for: ____ Proofreading a final copy. ____ Editing written work. ____ Producing legible handwritten copies. ____ Copying accurately. ____ Lining up material in columns and rows, e.g., math problems. Needs or uses alternative means to support physical or cognitive effort ____ To manipulate two or more reading and writing modes. ____ To transport more equipment and larger books than peers. ____ To make decisions regarding how to effectively complete assignments when using two or more modes in a timely manner. ____ When experiences significant fatigue when: _________________ ____ When producing two or more copies of the same assignment, one for self and one for teacher. ____ When needs more time to complete homework assignments. ____ When unable to shift gaze to copy off chalkboard, whiteboard or screen. When expends more physical effort to complete written assignment than do peers. ____ When posture or position required for reading and writing results in significant discomfort and fatigue. ____ When the student has a second physical condition Which impedes access. ____ When student has difficulty seeing the value in use of alternatives. Other: Note: The information above is optional for use in conjunction with the brainstorming page that follows. Assessing Students’ Needs for Assistive Technology (2004) 208
Chapter 8 – Assistive Technology for Vision and Hearing Note: 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 should brainstorm for each area of concern. TIME: 5-10 minutes of brainstorming. Section II, Part B: Brainstorm Alternative Means Of Access Areas of Consideration Accessing Information Readability of Written Work Speed Accuracy Physical or Cognitive Effort Other Specific Areas of Concern Brainstorming Solutions Assessing Students’ Needs for Assistive Technology (2004) 209
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Table of Contents Chapter One Assis
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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 2 - Computer Access • Wor
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Chapter 2 - Computer Access • Mou
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Chapter 2 - Computer Access ♦ The
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Chapter 2 - Computer Access Freewar
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Chapter 2 - Computer Access Notes:
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Chapter 3 - Assistive Technology fo
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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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