Assessing Student's Needs for Assistive Technology (ASNAT)

More documents

Recommendations

Info

Assistive Technology Assessment Forms 6. Student Communicates with Others Using (Check all that apply) Speech American Sign Language Body language Signs and speech together Gestures Written messages Signed English Picture cues Contact (Pidgin) sign language Other_____________________ Level of expressive communication: Single words Combination of words Proficient 7. Is There a Discrepancy Between Receptive and Expressive Abilities? Yes No If yes, describe further. 8. Services Currently Used (Check all that apply) Audiology Note taker Educational interpreter using: ASL Transliterating PSE Oral 9. Equipment Currently Used (Check all that apply.) Hearing aids Cochlear implant Telecaption decoder Vibrotactile devices Classroom amplification system TTY/TDD FM system Other_________________________________________________ 10. Present Concerns for Communication, Writing, and/or Educational Materials Cannot hear teacher/other students Cannot respond to emergency alarm Cannot participate in class discussions Cannot benefit from educational videos/programs Displays rec./exp. language delays Cannot use telephone to communicate 11. Current communication functioning (Check all that apply) Desires to communicate Initiates interaction Responds to communication requests Reads lips Appears frustrated with current communication functioning Requests clarification from communication partners (“Would you please repeat that?”) Repairs communication breakdown (Keeps trying, changes message) 12. Current Reading Level Summary of Hearing Abilities and Concerns Assessing Students’ Needs for Assistive Technology (2004) A-25
Assistive Technology Assessment Forms WATI Student Information Guide Section 13 General Are there any behaviors (both positive and negative) that significantly impact the student’s performance? Are there significant factors about the student’s strengths, learning style, coping strategies or interests that the team should consider? Are there any other significant factors about the student that the team should consider? Does student fatigue easily or experience a change in performance at different times of the day? Assessing Students’ Needs for Assistive Technology (2004) A-26
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:
Page 164 and 165:
Page 166 and 167:
Page 168 and 169:
Page 170 and 171:
Page 172 and 173:
Page 174 and 175:
Page 176 and 177:
Page 178 and 179:
Page 180 and 181:
Page 182 and 183:
Page 184 and 185:
Page 186 and 187:
Page 188 and 189:
Page 190 and 191:
Page 192 and 193:
Page 194 and 195:
Page 196 and 197:
Page 198 and 199:
Page 200 and 201:
Page 202 and 203:
Page 204 and 205:
Page 206 and 207:
Page 208 and 209:
Page 210 and 211:
Page 212 and 213:
Page 214 and 215:
Page 216 and 217:
Page 218 and 219:
Page 220 and 221:
Page 222 and 223:
Page 224 and 225:
Page 226 and 227:
Page 228 and 229:
Page 230 and 231:
Page 232 and 233:
Page 234 and 235:
Page 236 and 237:
Chapter 9 - Documenting Assistive T
Page 238 and 239:
Page 240 and 241:
Page 242 and 243:
Page 244 and 245:
Page 246 and 247:
Page 248 and 249:
Chapter 10 - Funding Assistive Tech
Page 250 and 251:
Page 252 and 253:
Page 254 and 255:
Page 256 and 257:
Page 258 and 259:
Page 260 and 261:
Page 262 and 263:
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 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 325: Assistive Technology Assessment For
Page 337: Assistive Technology Assessment For
show all

Assessing Student's Needs for Assistive Technology (ASNAT)

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?