Assessing Student's Needs for Assistive Technology (ASNAT)

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Chapter 3 – Assistive Technology for Writing A CONTINUUM OF CONSIDERATIONS FOR ASSISTIVE TECHNOLOGY for the Motor Aspects of Writing Regular pencil or pen Pencil or pen with adaptive grip Adapted paper (e.g., raised lines, highlighted lines) Slantboard to create slanted writing surface Prewritten words/phrases Templates Portable word processor to keyboard instead of writing Computer with word processing software Voice recognition software to word process Assessing Students’ Needs for Assistive Technology (2004) 78
Chapter 3 – Assistive Technology for Writing Assistive Technology and Writing Low Tech Adaptations to Improve Handwriting Handwriting is the most frequently appearing concern on IEP’s. Students with a variety of disabilities (and many without) experience difficulties with producing legible handwriting. Today there are many, very available items that can be used to help a student produce more legible, readable written output. Here are a few suggestions: ♦ Try different pencils/pens Office supply stores now carry a multitude of different pens and pencils. There are some that are larger in diameter, triangular shape, and oval shape or covered with a rubber surface. Purchase a variety and try them out. Let the writer choose which one to use to increase motivation to write. ♦ Use pencil grips Just as there are many different types of pencils and pens, there are also many types of pencil grips. There are soft, hard, smooth, sticky, round, triangular, square, etc. Collect a variety and keep them available. Let the writer choose what is most comfortable to them. ♦ Try different paper There are a variety of papers that are available in school supply catalogs. There are wider lines; darker lines, red and green colored lines, even raised lines. Different colors of spiral bound paper have also become popular and may help increase the user's motivation to write. ♦ Try a different medium Some students can write better with a dry erase marker on a small dry erase board. It takes less pressure to produce a mark and is easily erased to repair mistakes. You can purchase Memo Board dry erase removable paper made by Contact at department stores and create your own dry erase boards. ♦ Rubber Stamps Use rubber stamps for stamping student’s name on papers or for answering one-digit answers on worksheets. Sweeney (2000) suggests looking at the student’s needs and environment when looking at stamps. In particular, pay attention to the size of the stamped image, the need for an inkpad, and the grip and pressure required to use the stamp. Some stamps are self-inking. This can reduce the need and mess of a stamp pad. ♦ Make your own adaptations If you cannot order the special paper, try making your own raised line paper by carefully tracing the bottom lines with Elmer’s glue. Then let it dry and you have a raised line to try. You can also make a quick and inexpensive pencil grip using Adhesive Mounting Putty. This is the material that you buy to hang posters instead of tape. It is easily shaped and will not dry out. Take one section of putty from package and shape around pencil, making finger grips to fit hand. 3M Vetwrap Bandaging Tape is also easily shaped around a writing utensil and comes in colors that are motivating for children. Assessing Students’ Needs for Assistive Technology (2004) 79
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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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Assessing Student's Needs for Assistive Technology (ASNAT)

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