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.)?
Environment:
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?
Task:
What activities are motivating to the student?
What activities have the team prioritized for increased access?
Tool:
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. To learn more about determining the most efficient way an individual can access an AAC system, click HERE.
Trial new tools from the AT Lending Library, based on identification of priority tasks and activities.
