Assistive Technology
- Introduction
- Assistive Tech Support Request Form
- Tiers of Assistance
- Decision Making
- Additional Resources
- Alternative Seating
- Communication
- Mathematics
- Reading
- Self Regulation/Sensory
- Study Organization
- Writing
Introduction
Assistive Technology
ASSISTIVE TECHNOLOGY (AT) is an umbrella term covering the systems and services related to the delivery of AT tools, supports, and services. AT can be any item, piece of equipment, or product system whether acquired commercially off the shelf, modified, or customized that is used to increase, maintain, or improve the functional capabilities of an individual with a disability. AT helps people who have difficulty speaking, communicating, typing, writing, remembering, pointing, seeing, hearing, learning, walking, and many other things. There is not a one-size-fits-all equipment recommendation for any age, developmental level, or disability. The determination of what supports should be utilized with a student should be based on their current skills and needs.
DID YOU KNOW?
AT can include...
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a variety of devices & tools ranging from non-tech through high-tech.
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services such as securing, repairing, maintaining, and training related to tools and strategies.
AT must...
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be considered for each student receiving special education services, regardless of age or disability, using a systematic process supporting accessibility to and participation independence within the curriculum.
Robin MacLeish
Assistive Technology Coordinator
According to Mary Pat Radabaugh, Director of IBM National Support Center for Persons with Disabilities in 1993, technology makes things easier for people without disabilities. For people with disabilities, technology makes things possible.
Assistive Tech Support Request Form
Tiers of Assistance
Assistive Tech EVALUATIONS can be requested by the Special Education Director in unique circumstances. A REED would be required for the purpose of evaluating AT tools and/or strategies to meet individualized student needs and for recommendation to the IEP team. The SETT Process will be utilized to develop an AT Plan and to ensure fidelity of implementation.
Technical Assistance
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Focus is to provide technical assistance or training to providers around AT tools and/or services already in place or being trialed with the student.
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Frequency = as needed, available on its own or within all tiers of support.
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AT Team Member connects with staff via phone, email, virtual or in-person meeting.
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May result in coordinating with a vendor/company or a suggestion for the primary provider to borrow a temporary solution from Special Education or Alt+Shift to meet the student's current AT needs.
TIER 1: Conversation
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Informal process which focuses on accommodations/modifications & implementation strategies to support individual student needs.
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Frequency = often 1-2 conversations / meetings.
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AT Team member may connect with staff via phone, email, virtual or in-person meeting.
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Results in recommended tools / strategies / next steps.
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New or different AT tools/strategy requiring little to no training may be recommended for trial to determine the effectiveness in meeting the student's current needs.
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If additional support is needed, the case may move to Tier 2 or Tier 3.
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For more information see the decision making accordion on this page.
TIER 11: Informal Consultation
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Informal process which focuses on accommodations/modifications & implementation strategies to support current AT that is being utilized or underutilized.
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Frequency = often 2 - 4 conversations / meetings.
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AT Team member connects with the team via virtual or in-person meeting.
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An AT decision-making document may be utilized (e.g. SETT Framework).
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Results in summary with recommended tools / strategies / next steps for implementation
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If additional support is needed, the case may move to Tier 3.
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For more information see the decision making accordion on this page.
TIER 111: Formal Consultation
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Formal process using the SETT Framework, focused existing data from Tier 2 and development of meaningful implementation plan.
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Frequency = 3 - 6 conversations / meetings
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Observation of the student occurs, at least 1-2 times.
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New or alternate equipment requiring some training for staff and / or student may be recommended for trial with the student in order to determine the effectiveness of the tool / strategy.
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Results in formal AT Plan with recommended tools / strategies / next steps for implementation.
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Team reconvenes to review data to determine the effectiveness of the AT in meeting student’s current needs.
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For more information see the decision making accordion on this page.
Decision Making
Decision Making and Referral Process
Assistive Technology (AT) is used to support a student's IFSP, IEP, and Transition Plan. At least one person on the IEP Team should have adequate knowledge about AT. The decision-making process is a collaborative team effort. IEP teams should record and document the deliberation that leads to the decision made, regardless of the determined outcome. The team should be transparent in their AT decision-making process. Performance and progress data should be reviewed and interpreted at regular intervals to determine ongoing AT needs.
An Assistive Technology assessment and/or SETT Framework Meeting is not a formal evaluation or determining factor for student eligibility or special education services. It is an ongoing process for making decisions regarding the student’s need for specific assistive technology to access FAPE or make progress on goals/objectives. Therefore, a REED or signed consent is not required, unless requested specifically by the district or parent.
Follow the letters in the chart to learn the process.
a:
Teacher / staff / parent identifies a concern re: need for assistive Technology accommodations, services or materials for student to progress towards educational goals.
b:
IEP team gathers information regarding need, utilizing SETT meeting format. Trial of tools / solutions implemented.
c:
Utilize building tech supports (OT, SLP, RR Teacher, etc.) as needed to implement strategies and training.
d:
Informal trials are UNSUCCESSFUL and additional AT expertise / information is required.
e:
District AT Consultant gathers additional data from IEP team and / or assessments. (Continue to "f:"
f:
SETT meetings is re-convened with AT Consultant, IEP Team, Parent / Student. Plan is developed with time lines for implementation and training.
g:
Data collection is implemented focused on AT and specific tasks identified.
h:
Follow-up meetings / collaboration review data including service / support, device / materials, environment, duration, frequency, and outcomes.
i:
Trials continue or plan is implemented for longer term placement of AT.
Decision Making & Referral Process Chart - For Download Only
Decision Making Tips for the Team
Document the Process
The SETT Framework (Student, Environment, Task, Tools) is a collaborative approach to help teams with determining efficient and effective AT solutions (both devices and services). The SETT Framework is built on the premise that in order to select appropriate AT devices and services, teams must first gather information about the student, the customary environments in which the students spend their time (i.e., the classroom, lunchroom, playground, home, community setting, or workplace) and the tasks that are required for the students to be active participants in the teaching/learning processes that lead to educational success. Utilizing this framework, the team can identify and prioritize a student's needs and develop an implementation plan to set the individual who may require AT up for success.
SETT FRAMEWORK DOCUMENTATION
Tell The Why
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What do we want the student to be able to do, based on standards and goals?
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Can the student accomplish the tasks or achieve the goals independently using standard classroom tools?
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If not, can the student accomplish the tasks or achieve the goals when provided with accommodations or modifications?
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If not, can the student accomplish the tasks or achieve the goals when provided with AT currently available?
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If not, what additional supports need to be provided?
RESOURCES FOR CONSIDERING AT
Feature Matching
FEATURE MATCHING PRINCIPLES
Feature matching is not:
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just picking a system or preferred product.
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about what the adult is most comfortable with.
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a one-time decision.
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just one tool to meet all needs in all situations.
Feature matching is:
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matching a student's strengths, abilities & needs with available tools and strategies.
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a way to distinguish between 'must have' versus 'would like' features.
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an ongoing process.
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a combination of tools and strategies to meet an individual's needs now and in the foreseeable future.
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a quality match between student & AT, which leads to optimal use by the individual with ongoing support from key stakeholders.
Set Purposeful Goals
When developing goals that incorporate the use of assistive technology it is important to focus on the task and not the equipment. The use of AT should not be the goal, but a way to meet educational goals and foster independence.
QUESTIONS TO ASK WHEN SETTING GOALS
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Will the student be able to use the skill in the immediate environment?
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Is it a functional, useful skill?
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Will the student be able to use it often?
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Is the skill a prerequisite for learning more complex skills?
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Will the student become more independent?
Additional Resources
Accessibility & Alternative Access
Complex learners, or those students impacted by motor impairments, may benefit from access to equipment through a single or dual switch. A single switch can be attached to a wide variety of equipment for student engagement and independence, such as toys, games, cooking appliances, art and music devices, technology, and more. Pairing a switch with a latch timer or Powerlink timer will customize the experience for the student.
- Determining the Need for Accessibility & Alternative Access Resources
- Operating Systems Accessibility Features
- Alternatie Access
Determining the Need for Accessibility & Alternative Access Resources
Points to Consider: Student, Environment, Task & Tool
Student:
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How do the student's physical or motor abilities interfere with access to educational content or materials?
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How do the student's physical or motor abilities interfere with the student's ability to respond or demonstrate understanding?
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How do the student's physical or motor abilities interfere with access to the classroom or school environment?
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Is the student currently being accommodated with adult support (reading print material aloud, scribing, hand-over-hand assistance, etc.)?
Environment:
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Are there supports readily available that may improve access such as positioning aids, alternative writing tools, audio books, etc.?
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What technology tools are utilized by peers, and do these offer universal accessibility features
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Who is available to assist with the teaching of new tools and technologies?
Task:
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What activities are motivating to the student?
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What activities have the team prioritized for increased access?
Tool:
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What tools or supports have been tried, and why did they succeed or fail?
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Does the student's current technology have accessibility features that might assist with the task at hand?
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What is the student's level of independence operating a specific tool?
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What types of training might be required for this student when determining a tool?
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What technology will the student be given when they transition to the next school?
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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.
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Trial new tools from Oakland Schools, based on identification of priority tasks and activities.
Operating Systems Accessibility Features
Accessibility Instructions
Choose the corresponding operating system to guide you through turning on/off accessibility features.
Apple iOS
Microsoft
Microsoft Accessibility Presentation
This is a multi-page document. Click image to open and view all pages.
Microsoft-Reflect-Quick-Guide
Microsoft-Translate-Quick-Guide
Microsoft-Speech-to-Text-Quick-Guide
Microsoft-Speaker-Coach-Quick-Guide
Microsoft-Math-Solver-Quick-Guide
Microsoft-Office-Lens-Quick-Guide
Microsoft-Reading-Coach-Quick-Guide
Microsoft-Planner-Quick-Guide
Microsoft-Immersive-Reader-Quick-Guide
Microsoft-Live-Captions-Quick-Guide
Alternatie Access
Switches, Keyboards & Other Accessories
Many students are unable to physically access toys, games, technology or their environment with traditional methods. Alternative keyboards, mice, trackballs, joysticks or switch interfaces may be necessary for access and independence. AAC systems offer a variety of alternate access methods.
- Switch Access
- Keyboard, Mice & Stylus
- Head Tracking & Eye Gaze
- Determining & Strengthening Access Method
Switch Access
Switch Access
A switch can be used to help interact with a battery operated or electronic device such as as toy, communication device, computer/tablet or environmental control.
Switches can be activated by any part of a students body hand, head, foot, eye blink, sip/puff, etc. Switches can be used as single point access or combined for multiple switch access.
Switches can be used for simple cause and effect, or complex communication and technology access.
There are four example images displayed in this section.
Keyboard, Mice & Stylus
Keyboards, Mice & Stylus
External hardware, such as ergonomic keyboards, compact keyboards, enlarged keyboards, alternative mouse pointing devices, touch screens, stylus, joysticks, and single or dual switches may improve access to computer or tablet devices.
There are four example images displayed in this section.
Head Tracking & Eye Gaze
Head Tracking & Eye Gaze
When using computer technology, head tracking and eye control systems measure head or eye positions and directly translate their movement into mouse movements. A quick nod of the head or blink of the eye and individuals with mobility challenges can navigate a computer completely hands-free. Head tracking and eye gaze can also be reliable methods allowing a user to access no tech and light tech communication systems.
The speed and ease of using eye gaze or head tracking by the student in comparison to many other alternative access methods should be considered in the decision making process.
There are four example images displayed in this section.
Determining & Strengthening Access Method
Strengthening & Determining Access Methods
Access tools cannot be considered in isolation, but only as part of a bigger system that includes the user, the access technology, the device that is being used to provide the access, and the activity and environment.
Determining Access Method
Determining Access Methods
ACCESS TO AAC: Determining the most efficient way an individual can access and operate an AAC system by following the steps.
Determining Access Methods Chart for Download Only
Index
Chart Index:
Section A: Seating & Positioning
Section C: Direct Physical Access
Sections E: Options to Consider for Hands, Head, Eyes
Section F: Mounting & Positioning of the Device
Section G: Assessment, Planning & Tracking Progress
Seating & Positioning
- Can the student maintain upright and symmetrical head and truck position against gravity?
- Does the student have a neutral or slightly anterior pelvic tilt?
- Does the student's positioning maximize use/control of upper extremities?
How do you answer the questions?
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YES: Go to Section B - Vision or continue reading for options to consider or to explore other sections.
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NO: Options to Consider: (Start with your Physical Therapist (PT!). Provide options to support symmetry, upright positioning, and stabilization, (eg., grasp bars, arm wraps, ankle weights, head and trunk support).
Return to Chart Index or continue to next section.
Vision
- Does the student have functional visual acuity?
- Does the student have functional visual field?
- Does the student have typical color/contrast sensitivity?
- Does the student engage/attend equally to low & high tech visual support & displays?
How do you answer the questions?
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YES: Go to Section C - Direct Physical Access.
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NO: Options to Consider: (Start with your TCVI!). Provide options to support high contrast, increased symbol/font size, low glare, decreased screen brightness, backlit display. For more information search online for MDELIO, Perkins.
Return to Chart Index or continue to next section.
Direct Physical Access
- Is the student able to directly access the SGD using hands, head, or eyes?
How do you answer the questions?
- YES: Go to Section E - Hand, Section F - Head, or to Section G - Eyes.
- NO: Continue to Section D - Scanning.
Return to Chart Index or continue to next section.
Scanning
- Does the student have good visual attention, tracking and a quick efficient/reliable motor movement for switch activation?
How do you answer the questions?
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YES: Consider single, automatic scanning.
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NO: Use two switch step scanning.
Options to Consider: (Start with your Occupational Therapist (OT!). Provide options to support size and location of switch(es), switch type (mechanical vs. proximity), auditory preview or feedback , hold-down time or delay, inverse vs. direct activation, highlight settings, zoom feature, grasp bars for stabilization, long-term implications of repeated switch activation.
Return to Chart Index or continue to next section.
Section E
Hand: Options to Consider
Provide options to support angle of device display, size and number of cells per page, position of device relative to shoulder dominant hand, key guard, hold-down time, activate pm release, grasp bars and/or arm wraps to support stabilization and/or weight shift for efficient use of dominant hand, stylus or pointer.
Head: Options to Consider
Provide options to support angle of device display, size and number of cells per page, grasp bars and/or arm wraps for support stabilization and/or symmetry, relative vs. absolute pointing technology, dwell vs. external switch, fatigue, environment and positioning throughout the day.
Eyes: Options to Consider
Provide options to support angle of device display, size and number of cells per page, grasp bars and/or arm wraps for support stabilization and/or symmetry, method of activation (dwell, blink or external switch), button shape and spacing, cursor and highlight settings, fatigue, environment and positioning throughout the day.
Return to Chart Index or continue to next section.
Mounting & Positioning of the Device
Think About: Where does the device need to be held to provide optimal access? Does the mount need to be easily removable? Can the student move the device himself? How much does the device weigh? To what surface will you be mounting?
Options to Consider: Provide options to support height of the mount, stability of the mount, bendable arms or foldable joints, where can the mount be stabilized/attached.
Common Vendor Resources: Daessy, Rehadapt's Virtual Mounting Services, CJT's Helping Hands.
Return to Chart Index or continue to next section.
Assessment, Planning & Tracking Progress
- ALP for AAC - Nilsson, Wilds, and Clark
- AAC Profile - Kovach
- Stepping Stones to Switch Access - Burkhart
- Switch Progression Road Map - Bean
Return to Chart Index
Items for this chart were taken from Corinn Hower & Megan Graham, #Talking AAC Conference (11/2021)
Strengthening Access Method
Strengthening Access Methods
THE ASSESSMENT OF LEARNING PROCESS (ALP) for AAC
Teaching (and learning) a new access method can be overwhelming. The ALP for AAC breaks down this learning process into 3 broad stages with 8 specific phases. To encourage your student's progression with touch, switch, head tracking and eye tracking in AAC use the following tool.
Alternative Seating
Alternative & flexible seating or positioning allows students to have some control and movement during times they need to focus. This can include stand-up desks, wobble stools, & wiggle cushions.
Determining the Need for Alternative Seating
Points to Consider: Student, Environment, Task & Tool
Student:
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Does your student have low or high muscle tone?
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Does the student tend to be a sensory seeker or sensory avoider?
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Does the student gravitate towards a particular seat, rug, or cushion in the environment?
Environment:
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Are there universal supports available in the environment (program, classroom, building, district) that can first be trialed with the student to determine the need?
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Consult with your school occupational therapist or physical therapist for further guidance.
Task:
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What is the student currently expected to complete in the classroom while seated that they can not currently accomplish?
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What activities are the student more or less engaged with during the day?
Tool:
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Preliminary features to consider when selecting tools: comfort, movement in place, compression, stability, size of student and tool, and arrangement of environment.
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What types of training might be required for this student or team members when determining a tool?
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Trial new tools based on the identification of priority tasks and activities.
Inclusive Supports for Alternative Seating
The items highlighted below are only just a few of the items or accommodations that may be readily accessible or easily put in place in your student's learning environment. Data gathered from using universal/inclusive supports can lead to purposeful and individualized learning accommodations.
Adapt a Chair
Visual Boundary with Painter's Tape
Foot Fidget with Bungee Cord
Communication
Augmentative and Alternative Communication more commonly referred to as AAC is a range of strategies and tools to help people who may struggle with their speech or communication. AAC devices can be electronic and non-electronic and accessed through pointing or touching or through alternate access methods such as switches, eye gaze, or facial movements. Most AAC devices are highly specific and customized to meet the exact needs of the individual user so we encourage you to utilize our library to help determine what tool or tools can help your student communicate as effectively as possible in as many environments as possible.
- Determining the Need for Communication
- Communication Training Supports
- Communication Implementation Support
- Alternative Access Through Communication
Determining the Need for Communication
Points to Consider: Student, Environment, Task & Tool
Student:
- How does the student currently communicate to get needs and wants met?
- How often is the student is able to meet communication needs? (e.g. All of the time, Most of the time, Some of the time)
- In which of the following situations is the student consistently understood by partners?
- Familiar Partner/Known Context, Unfamiliar Partner/Known Context, Familiar Partner/Unknown Context, Unfamiliar Partner/Unknown Context
- What hobbies/interests does the student have?
- What motivates the student? What frustrates the student?
- What are the student's current language/reading/writing skills?
- Describe any fine or gross motor skills that might impact the student's ability to access or transport an AAC system.
- Describe any hearing or vision concerns that might impact the student's ability to access an AAC system.
Environment:
- Are there communication supports available in the environment (program, classroom, building, district) that can first be trialed with the student? Describe available supports & opportunities available to use these supports
- What communication opportunities are readily available or built-in throughout the student's day?
- Where, When, and with Who is the student able and/or expected to communicate during the day?
- Do these environments support the AAC language learning and development of functional communication skills?
- Are the communication partners across environments motivated to use a particular AAC system?
Task:
- What do school and family team members want the student to communicate that he/she is not able to do today?
- What are the student's peers communicating?
- What activities are motivating for the student? Practical for the parents to implement, and easy to generalize across environments - at home, at school, in the community?
- How might existing activities be modified to allow increased progress and participation?
Tool:
- What communication tool(s) or strategies has the student utilized or trialed (successfully or unsuccessfully) for functional communication in the past?
- What are the features of a system that will help develop the individualized communication and language skills of the student? (e.g. vocabulary options, voice output, symbol type/size/array, static or dynamic display, portability, and alternate/adapted access methods).
- Alternate Access Methods - AAC systems offer a variety of alternate access methods.
- View the Determining Access Methods Chart on this page for additional information.
- What types of training might be required for this student or team members when determining a tool?
- Trial new tools, based on the identification of priority tasks and activities.
Determining the Methods Chart
Determining Access Methods
ACCESS TO AAC: Determining the most efficient way an individual can access and operate an AAC system by following the steps.
Determining Access Methods Chart for Download Only
Index
Chart Index:
Section A: Seating & Positioning
Section C: Direct Physical Access
Sections E: Options to Consider for Hands, Head, Eyes
Section F: Mounting & Positioning of the Device
Section G: Assessment, Planning & Tracking Progress
Seating & Positioning
- Can the student maintain upright and symmetrical head and truck position against gravity?
- Does the student have a neutral or slightly anterior pelvic tilt?
- Does the student's positioning maximize use/control of upper extremities?
How do you answer the questions?
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YES: Go to Section B - Vision or continue reading for options to consider or to explore other sections.
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NO: Options to Consider: (Start with your Physical Therapist (PT!). Provide options to support symmetry, upright positioning, and stabilization, (eg., grasp bars, arm wraps, ankle weights, head and trunk support).
Return to Chart Index or continue to next section.
Vision
- Does the student have functional visual acuity?
- Does the student have functional visual field?
- Does the student have typical color/contrast sensitivity?
- Does the student engage/attend equally to low & high tech visual support & displays?
How do you answer the questions?
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YES: Go to Section C - Direct Physical Access.
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NO: Options to Consider: (Start with your TCVI!). Provide options to support high contrast, increased symbol/font size, low glare, decreased screen brightness, backlit display. For more information search online for MDELIO, Perkins.
Return to Chart Index or continue to next section.
Direct Physical Access
- Is the student able to directly access the SGD using hands, head, or eyes?
How do you answer the questions?
- YES: Go to Section E - Hand, Section F - Head, or to Section G - Eyes.
- NO: Continue to Section D - Scanning.
Return to Chart Index or continue to next section.
Scanning
- Does the student have good visual attention, tracking and a quick efficient/reliable motor movement for switch activation?
How do you answer the questions?
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YES: Consider single, automatic scanning.
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NO: Use two switch step scanning.
Options to Consider: (Start with your Occupational Therapist (OT!). Provide options to support size and location of switch(es), switch type (mechanical vs. proximity), auditory preview or feedback , hold-down time or delay, inverse vs. direct activation, highlight settings, zoom feature, grasp bars for stabilization, long-term implications of repeated switch activation.
Return to Chart Index or continue to next section.
Section E
Hand: Options to Consider
Provide options to support angle of device display, size and number of cells per page, position of device relative to shoulder dominant hand, key guard, hold-down time, activate pm release, grasp bars and/or arm wraps to support stabilization and/or weight shift for efficient use of dominant hand, stylus or pointer.
Head: Options to Consider
Provide options to support angle of device display, size and number of cells per page, grasp bars and/or arm wraps for support stabilization and/or symmetry, relative vs. absolute pointing technology, dwell vs. external switch, fatigue, environment and positioning throughout the day.
Eyes: Options to Consider
Provide options to support angle of device display, size and number of cells per page, grasp bars and/or arm wraps for support stabilization and/or symmetry, method of activation (dwell, blink or external switch), button shape and spacing, cursor and highlight settings, fatigue, environment and positioning throughout the day.
Return to Chart Index or continue to next section.
Mounting & Positioning of the Device
Think About: Where does the device need to be held to provide optimal access? Does the mount need to be easily removable? Can the student move the device himself? How much does the device weigh? To what surface will you be mounting?
Options to Consider: Provide options to support height of the mount, stability of the mount, bendable arms or foldable joints, where can the mount be stabilized/attached.
Common Vendor Resources: Daessy, Rehadapt's Virtual Mounting Services, CJT's Helping Hands.
Return to Chart Index or continue to next section.
Assessment, Planning & Tracking Progress
- ALP for AAC - Nilsson, Wilds, and Clark
- AAC Profile - Kovach
- Stepping Stones to Switch Access - Burkhart
- Switch Progression Road Map - Bean
Return to Chart Index
Items for this chart were taken from Corinn Hower & Megan Graham, #Talking AAC Conference (11/2021)
Communication Training Supports
Training Supports for Communication Partners
Click on each image below to view a short video.
These resources can be used to guide discussion with staff and family members on vocabulary selection, functions of communication, & strategies to support the language and communication development of the person who uses AAC.
Communicative Functions
What are Core Words?
Modeling with AAC
Basics of Communications
Communication Implementation Support
Goal Setting: WHERE YOU ARE NOW, AND WHERE YOU ARE HEADED?
When designing goals for people who use AAC consider principles of language development. Consider using one of the tools below that provides a systematic means to determine an individual’s current skills in AAC and supports partners in developing both short-term and long-term goals that enhance communication independence for the person who uses AAC.
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DYNAMIC AAC GOALS GRID 2 (DAGG-2) free online tool
Free Supports & Resources
Alternative Access Through Communication
Switches, Keyboards & Other Accessories
Many students are unable to physically access toys, games, technology or their environment with traditional methods. Alternative keyboards, mice, trackballs, joysticks or switch interfaces may be necessary for access and independence. AAC systems offer a variety of alternate access methods.
- Switch Access
- Keyboard, Mice & Stylus
- Head Tracking & Eye Gaze
- Determining & Strengthening Access Methods
- Inclusive Supports with Communication
Switch Access
Switch Access
A switch can be used to help interact with a battery operated or electronic device such as as toy, communication device, computer/tablet or environmental control.
Switches can be activated by any part of a students body hand, head, foot, eye blink, sip/puff, etc. Switches can be used as single point access or combined for multiple switch access.
Switches can be used for simple cause and effect, or complex communication and technology access.
There are four example images displayed in this section.
Keyboard, Mice & Stylus
Keyboards, Mice & Stylus
External hardware, such as ergonomic keyboards, compact keyboards, enlarged keyboards, alternative mouse pointing devices, touch screens, stylus, joysticks, and single or dual switches may improve access to computer or tablet devices.
There are four example images displayed in this section.
Head Tracking & Eye Gaze
Head Tracking & Eye Gaze
When using computer technology, head tracking and eye control systems measure head or eye positions and directly translate their movement into mouse movements. A quick nod of the head or blink of the eye and individuals with mobility challenges can navigate a computer completely hands-free. Head tracking and eye gaze can also be reliable methods allowing a user to access no tech and light tech communication systems.
The speed and ease of using eye gaze or head tracking by the student in comparison to many other alternative access methods should be considered in the decision making process.
There are four example images displayed in this section.
Determining & Strengthening Access Methods
Strengthening & Determining Access Methods
Access tools cannot be considered in isolation, but only as part of a bigger system that includes the user, the access technology, the device that is being used to provide the access, and the activity and environment.
Determining Access Methods
ACCESS TO AAC: Determining the most efficient way an individual can access and operate an AAC system by following the steps.
Determining Access Methods Chart for Download Only
Strengthening Access Methods
THE ASSESSMENT OF LEARNING PROCESS (ALP) for AAC
Teaching (and learning) a new access method can be overwhelming. The ALP for AAC breaks down this learning process into 3 broad stages with 8 specific phases. To encourage your student's progression with touch, switch, head tracking and eye tracking in AAC use the following tool.
Inclusive Supports with Communication
Readily Accessible Accommodations
Items below are only just a few of the items or accommodations that may be readily accessible or easily put in place in your student's learning environment. Data gathered from using Universal Supports can lead to purposeful and individualized learning accommodations.
CORE Boards - utilize a research based display available from a tech AAC company
Click to learn more about Symbol Supported Software Resources
Mathematics
Alternative tools can also support math, both learning and demonstrating understanding. These include alternative calculators, such as large key or audio output, coin and money calculators and abacus, and math kits for both early learners and school age students that allow for trial of multiple solutions.
Determining the Need
Points to Consider:
Student:
- Does the student understand age/grade level math concepts and functions?
- Can the student handle and process multiple steps?
- Does the student have physical challenges that interfere with access?
Environment:
- Is the math instruction appropriate for the student's level of understanding and achievement?
- Are manipulatives or digital versions of math materials available?
- Are there adults available to assist with adapting the materials or curriculum?
Task:
- In what areas of math does your student need additional support with accessing the curriculum?
- What activities have the team prioritized for increased access?
Tool:
- What tools or supports have been tried, and why did they succeed or fail?
- 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?
- Will tools be available when the student transitions to the next classroom or school?
- Trial new tools from the AT Lending Library, based on identification of priority tasks and activities.
Determining the Methods Chart
Determining Access Methods
ACCESS TO AAC: Determining the most efficient way an individual can access and operate an AAC system by following the steps.
Determining Access Methods Chart for Download Only
Index
Chart Index:
Section A: Seating & Positioning
Section C: Direct Physical Access
Sections E: Options to Consider for Hands, Head, Eyes
Section F: Mounting & Positioning of the Device
Section G: Assessment, Planning & Tracking Progress
Seating & Positioning
- Can the student maintain upright and symmetrical head and truck position against gravity?
- Does the student have a neutral or slightly anterior pelvic tilt?
- Does the student's positioning maximize use/control of upper extremities?
How do you answer the questions?
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YES: Go to Section B - Vision or continue reading for options to consider or to explore other sections.
-
NO: Options to Consider: (Start with your Physical Therapist (PT!). Provide options to support symmetry, upright positioning, and stabilization, (eg., grasp bars, arm wraps, ankle weights, head and trunk support).
Return to Chart Index or continue to next section.
Vision
- Does the student have functional visual acuity?
- Does the student have functional visual field?
- Does the student have typical color/contrast sensitivity?
- Does the student engage/attend equally to low & high tech visual support & displays?
How do you answer the questions?
-
YES: Go to Section C - Direct Physical Access.
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NO: Options to Consider: (Start with your TCVI!). Provide options to support high contrast, increased symbol/font size, low glare, decreased screen brightness, backlit display. For more information search online for MDELIO, Perkins.
Return to Chart Index or continue to next section.
Direct Physical Access
- Is the student able to directly access the SGD using hands, head, or eyes?
How do you answer the questions?
- YES: Go to Section E - Hand, Section F - Head, or to Section G - Eyes.
- NO: Continue to Section D - Scanning.
Return to Chart Index or continue to next section.
Scanning
- Does the student have good visual attention, tracking and a quick efficient/reliable motor movement for switch activation?
How do you answer the questions?
-
YES: Consider single, automatic scanning.
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NO: Use two switch step scanning.
Options to Consider: (Start with your Occupational Therapist (OT!). Provide options to support size and location of switch(es), switch type (mechanical vs. proximity), auditory preview or feedback , hold-down time or delay, inverse vs. direct activation, highlight settings, zoom feature, grasp bars for stabilization, long-term implications of repeated switch activation.
Return to Chart Index or continue to next section.
Section E
Hand: Options to Consider
Provide options to support angle of device display, size and number of cells per page, position of device relative to shoulder dominant hand, key guard, hold-down time, activate pm release, grasp bars and/or arm wraps to support stabilization and/or weight shift for efficient use of dominant hand, stylus or pointer.
Head: Options to Consider
Provide options to support angle of device display, size and number of cells per page, grasp bars and/or arm wraps for support stabilization and/or symmetry, relative vs. absolute pointing technology, dwell vs. external switch, fatigue, environment and positioning throughout the day.
Eyes: Options to Consider
Provide options to support angle of device display, size and number of cells per page, grasp bars and/or arm wraps for support stabilization and/or symmetry, method of activation (dwell, blink or external switch), button shape and spacing, cursor and highlight settings, fatigue, environment and positioning throughout the day.
Return to Chart Index or continue to next section.
Mounting & Positioning of the Device
Think About: Where does the device need to be held to provide optimal access? Does the mount need to be easily removable? Can the student move the device himself? How much does the device weigh? To what surface will you be mounting?
Options to Consider: Provide options to support height of the mount, stability of the mount, bendable arms or foldable joints, where can the mount be stabilized/attached.
Common Vendor Resources: Daessy, Rehadapt's Virtual Mounting Services, CJT's Helping Hands.
Return to Chart Index or continue to next section.
Assessment, Planning & Tracking Progress
- ALP for AAC - Nilsson, Wilds, and Clark
- AAC Profile - Kovach
- Stepping Stones to Switch Access - Burkhart
- Switch Progression Road Map - Bean
Return to Chart Index
Items for this chart were taken from Corinn Hower & Megan Graham, #Talking AAC Conference (11/2021)
Inclusive Supports
Inclusive Supports
The items highlighted below are only just a few of the items or accommodations that may be readily accessible or easily put in place in your student's learning environment. Data gathered from using universal/inclusive supports can lead to purposeful and individualized learning accommodations.
Virtual Manipulatives
Calculators (commercial, on-screen computer, color coded, enlarged...)
Modified Paper (bold line, enlarged, graph paper, raised line, etc...)
Lending Library
Lending Library
The items highlighted below are only just a few of the items available to borrow from our robust AT Trial Lending Library. Looking for more solutions? Enter “atmath" into the search window of the online lending library catalog to see a full list of available resources.
Frequently Borrowed: BigCalc Talking Calculator with Keyguard
Newly acquired: Digit Widget Math Kit
Something to consider: Money Skills Kit
Reading
Reading and print text, a primary method for distributing content to students, can be a barrier for many. In addition to computers, Chromebooks, iPads and other tech devices, stand-alone print readers or reading pens can support audio output of print text.
Determining the Need
Points to Consider
Student:
- Does the student have physical challenges that interfere with access to print materials?
- What is the student's ability to process, comprehend and use language?
- Is your student's reading instruction appropriate for their level of access and achievement?
- What is the student's ability to comprehend audio text?
Environment:
- Are there universal supports available in the environment (program, classroom, building, district) that can first be trialed with the student?
- Are digital versions of classroom texts or reading assignments available within the environment?
- Does the student's current technology have accessibility features that might assist with the accessibility of text?
Task:
- In what areas of reading does your student need additional support with accessing the curriculum? Consider: curriculum texts, worksheets, test/quizzes, websites, slide decks, etc.
- What activities have the team prioritized for increased access?
- Are these tasks printed or digital text?
Tool:
- What tools are available to support access to hands-on or printed versions of text (worksheets, workbooks, articles, etc.)
- What tools are available to support access to digital versions of text?
- What types of training might be required for this student when determining a tool?
- Trial new tools from the AT Lending Library, based on the identification of priority tasks and activities.
Inclusive Supports
The items highlighted below are only just a few of the items or accommodations that may be readily accessible or easily put in place in your student's learning environment. Data gathered from using universal/inclusive supports can lead to purposeful and individualized learning accommodations.
TTS Text to Speech
Georgia AT Program TTS Video (4:33)
Guiding Reading Highlight Strips
Self Regulation/Sensory
Sensory accommodations can often support student independence and success. Whether a student needs to increase their level of alertness, increase their focus, attention or awareness, tools such as cushions, weighted or pressure vests, vibration devices, earmuffs or others can be trialed to determine effectiveness.
Determining the Need
Student:
- How does the student struggle with maintaining attention, staying on task and staying organized?
- How does the student's behavior interfere with following routines, task initiation and completion and establishing social relationships?
Environment:
- How flexible is the learning environment and classroom structure?
- Are there universal supports available in the environment (program, classroom, building, district) that can first be trialed with the student?
- How can the environment(s) support individual needs while providing structure and guidance?
Task:
- What activities are motivating to the student?
- Which tasks may be flexible and responsive to alternative supports?
Tool:
- What tools or supports have been tried, and why did they succeed or fail?
- What current universal tools exist in the environment for the student to utilize? For example flexible seating and positioning, tools to reduce auditory distractions, visual supports, etc.
- Consider tools that impact position and movement, lighting and sound, sensory under or over stimulation, schedule and structure, or positive behavior supports.
Inclusive Supports
Study Organization
Some tools can support student independence and engagement. Some possibilities include visual timers for a group or individual, wearable timers, headsets for listening, document cameras for small group work and other visuals to support schedules, assignments and completion of tasks.
Determining the Need
POINTS TO CONSIDER
Student:
- Does the student struggle with organization of time, have difficulty getting started, miss deadlines, keep track of information?
- Does the student demonstrate inability to self-regulate, stay on task, organize materials?
- Is the student able to remember and follow multi-step directions?
Environment:
- Are there universal supports available in the environment (program, classroom, building, district) that can first be trialed with the student to support organization and independence?
- Is there time to teach organizational skills within the curriculum or build in more structure?
- What tools and supports are available in the home environment?
Task:
- What subject areas for studying and/or organization does your student need additional support? For example arriving ready for learning with materials needed, organizing papers and materials, initiating assignments, completing work, generating a multi-step plan, utilizing an organizational system, etc.
Task:
- What tools (whether light, middle, or high-tech) are available to facilitate a stronger study and/or organizational outcome?
- What tools may support self-regulation and management?
- What tools will support time management, information management and material management?
Inclusive Supports
The items highlighted below are only just a few of the items or accommodations that may be readily accessible or easily put in place in your student's learning environment. Data gathered from using universal/inclusive supports can lead to purposeful and individualized learning accommodations.
Voice Notes/Memos/Reminders
Virtual Timers
Color-Coding Digital Organization: Click here to learn more Color-Coding tips to keep kids organized
Writing
Written output is a primary form of demonstrating understanding for students in classrooms. Writing supports can increase independence and engagement in the writing process, including smartpens, slant boards, and alternative input devices such as keyboards or mice.
Determining the Need
POINTS TO CONSIDER
Student:
- Does the student have physical challenges that interfere with their ability to produce written work?
- What is the student's reading level and comprehension as related to writing expectations?
- Is the student able to organize thoughts, initiate writing and sequence written material?
Environment:
- Are there universal supports available in the environment (program, classroom, building, district) that can first be trialed with the student to determine the need?
- What technology tools are utilized by peers, and would alternative hardware, and software of web-based writing supports be compatible?
- Are there adults available to assist with the implementation of alternative supports?
Task:
- In what areas of written expression does your student need additional support with accessing the curriculum? For example, handwriting, spelling, vocabulary, sentence and paragraph structure, production, text structure, etc.
- What activities have the team prioritized for increased access? For example, copying, test and quizzes, worksheets, essays, etc...
Tool:
- What tools are available to support the student's tasks that require the most support?
- Does the student need to be trained on using this tool?
Inclusive Supports
The items highlighted below are only just a few of the items or accommodations that may be readily accessible or easily put in place in your student's learning environment. Data gathered from using universal/inclusive supports can lead to purposeful and individualized learning accommodations.
Speech-To-Text
Alternative Pencils Resource Article
DIY Slant Board
