Assessing Student's Needs for Assistive Technology (ASNAT)

Chapter 2 – Computer Access
• Mountability: some switches don't work well if angled sharply, some are very hard to mount
where needed
• Durability: e.g. sturdiness, lasting quality
• Cost
• Feedback: e.g. auditory, visual, tactile, kinesthetic (muscles/tendons), proprioceptive (hard
surface)
• Play: amount of give
• Safety: e.g. exposed wires, sharp edges/corners
Switches are available from a variety of sources. You may want to review catalogs from several
companies such as Enabling Devices/Toys for Special Children, AbleNet, Inc. or Access First. Many
more are in the resource list in the Appendix. A switch can be positioned near any body part for
activation by using a switch mounting arm. Switch mounting arms such as the Universal Switch
Mounting System or Slim Armstrong ® are available from AbleNet, Inc.
Assessment Procedure for Physical Access
To determine an access method for a student with a physical disability, it is helpful to follow a
continuum approach. There are three continuums to consider. First is the amount of motor ability
required. Second is the compatibility with standard computers. Third is the student's preference and
willingness to use a device. The following list is a motor continuum of assistive technology for hand
use. The devices require less fine motor skill moving down the list:
• Standard keyboard
• Standard keyboard with slow keys, sticky keys
• Standard keyboard with a keyguard
• Alternate keyboard: Expanded keyboard (e.g., IntelliKeys ® ), miniature keyboard (e.g., TASH
Mini keyboard)
• Alternate or standard keyboard with dowel access
• Onscreen keyboard with mouse/alternative mouse; trackball, track pad, or joystick
Next one can consider using the head for access control. The following devices allow head access:
• Head mounted/worn wand or stick with standard or alternate keyboard (includes mouth stick)
• Mouse emulation with onscreen keyboard
It is important to consider that some students who are unable to use their hands may have use of their
toes. In this case consider the use of toes to press keys on a standard or alternate keyboard.
A student who has motor difficulties, but adequate speech may utilize voice recognition software. Voice
recognition technology is discussed in Chapter 3, as it applies to writing.
Typical Progressions of Switch Use
Switches are not used just for computer access. Most students who need to use a switch will start with a
more simple activity. Once switch use is controlled, accurate, and consistent they will progress to the
next more complex application. Five types of applications are described here.
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