Assessing Student's Needs for Assistive Technology (ASNAT)

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Chapter 1 - Assistive Technology Assessment explore as many options as possible. Additional time can be added if the group agrees, but the short time period helps bring that creative, right side of the brain into action. If the solutions generated by the team do not include assistive technology, or include only a very few items, the team may need to utilize additional resources. Additional resources can provide an overview of the types of assistive technology solutions that would be appropriate for the child and task for which they are problem solving. Resources may include a person, as mentioned earlier or print, disk, or online resources. In the next section Using the AT Checklist and other Resources; several resources that might be helpful are discussed. During Solution Selection: During Solution Selection, encourage combining, sequencing and prioritizing. As alternatives are discussed and evaluated, it may become apparent that some items are the same thing in different words or that others make an excellent sequence of steps. New suggestions may be added at any time. This is the place for the team to really discuss the value and relationship of the many suggestions. As individual suggestions are discussed, it is often helpful to group them into “Things we can do tomorrow,” “Things we can do in a month,” and “Things we may want to consider later.” The Action Plan is then created to include a time line and persons responsible for each of the solutions or steps that were selected. Obtain consensus from all participants before adjourning meeting. When several people work together to reach a decision, there will be many different ideas presented. In ideal situations, the Solution Selection will result in a unanimous agreement about what specific suggestions should be selected for the action plan. However, life is far from ideal. When unanimous agreement is not reached, it is critical that the team arrive at consensus about the action plan that will be implemented. In order to assure consensus, the facilitator must poll individual team members, asking them if they will support this plan even though they may have personally preferred another solution. When the facilitator fails to poll members for consensus, they may believe they have unanimous agreement, but actually have majority rule (a few team members dominating the discussion, while others strongly disagree, but do not speak up), minority rule (one team member dominating the discussion, while others disagree and do not speak up), or authority rule (no one questioning what the administrator suggested, even though they disagree). When one of these occurs, the chances of successful implementation are decreased. During Implementation: When implementation takes place, follow the plan completely. For that to happen, everyone on the team needs to be aware of the plan and his/her role in it (Prentice & Spencer, 1985). Unfortunately this does not always happen if teams do not utilize the strategy of writing down important information during each step of the process. Without that “group memory” important details and key responsibilities are easily forgotten or overlooked while meeting the myriad demands of work in school districts. Implementation is the step of the decision making process that tells us whether the solutions we selected are good ones. Assessing Students’ Needs for Assistive Technology (2004) 50
Chapter 1 - Assistive Technology Assessment For Follow up: Follow up on a planned schedule. At a set interval after implementation, follow-up or monitoring must take place. This is another area where school teams frequently fail. The school year can slip quickly by while one team member waits on another to do something or bad weather, illnesses, and absenteeism take their toll. If monitoring does not take place according to the original plan, a variety of problems can crop up and be overlooked as each team member focuses on their own assignment, but does not have the opportunity to get the “big picture” that comes from a team discussion. Using AT Decision Making Guide will guide the team through the steps of the process. Following these simple, but effective steps can be extremely useful to teams in the schools as they strive to make appropriate and effective assistive technology decisions for the students they serve. Assessing Students’ Needs for Assistive Technology (2004) 51
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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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