Student:

• How do the student's physical or motor abilities interfere with access to educational content or materials?
• How do the student's physical or motor abilities interfere with the student's ability to respond or demonstrate understanding?
• How do the student's physical or motor abilities interfere with access to the classroom or school environment?
• Is the student currently being accommodated with adult support (reading print material aloud, scribing, hand-over-hand assistance, etc.)?

• Are there supports readily available that may improve access such as positioning aids, alternative writing tools, audio books, etc.?
• What technology tools are utilized by peers, and do these offer universal accessibility features
• Who is available to assist with the teaching of new tools and technologies?

• What activities are motivating to the student?
• What activities have the team prioritized for increased access?

• What tools or supports have been tried, and why did they succeed or fail?
• Does the student's current technology have accessibility features that might assist with the task at hand?
• What is the student's level of independence operating a specific tool?
• What types of training might be required for this student when determining a tool?
• What technology will the student be given when they transition to the next school?
•  AAC systems offer a variety of alternate access methods. Click here to learn more about determining the most efficient way an individual can access an AAC system.
• Trial new tools from Oakland Schools, based on identification of priority tasks and activities.