Scribd
Upload
36 views

WATI Assistive Technology Consideration Guide: Top of Form

This document discusses assistive technology considerations for a student named John to help with various tasks. [1] John struggles with motor aspects of writing, computer access, and composing written material. [2] Currently, a slant board, co-writing, and an immersive reader are used with some success. [3] Speech-to-text technology will be tried to help John become more independent in writing stories by allowing him to dictate instead of writing by hand. Many accommodations have helped John stay on task, but he still struggles with writing due to getting caught up on phonics and spelling.

Uploaded by

api-653434151
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
36 views

WATI Assistive Technology Consideration Guide: Top of Form

This document discusses assistive technology considerations for a student named John to help with various tasks. [1] John struggles with motor aspects of writing, computer access, and composing written material. [2] Currently, a slant board, co-writing, and an immersive reader are used with some success. [3] Speech-to-text technology will be tried to help John become more independent in writing stories by allowing him to dictate instead of writing by hand. Many accommodations have helped John stay on task, but he still struggles with writing due to getting caught up on phonics and spelling.

Uploaded by

api-653434151
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

WATI Assistive Technology Consideration Guide

1. What task is it that we want this student to do, that they are unable to do at a level that reflects their skills/abilities
(writing, reading, communicating, seeing, hearing)? Document by checking each relevant task below. Please leave
blank any tasks that are not relevant to the student’s IEP.
2. Is the student currently able to complete tasks with special strategies or accommodations? If yes, describe in
Column A for each checked task.
3. Is there available assistive technology (either devices, tools, hardware, o software) that could be used to address
this task? (If none are known, review WATI’s AT Checklist.) If any assistive technology tools are currently being
used (or were tried in the past), describe in Column B.
4. Would the use of assistive technology help the student perform this skill more easily or efficiently, in the least
restrictive environment, or perform successfully with less personal assistance? If yes, complete Column C.

Top of Form
Task A. If currently completes task B. If currently completes task C. Describe new or additional
with special strategies and / or with assistive technology tools, assistive technology to be tried.
accommodations, describe. describe.

Slant board is being used so


Motor Aspects of Writing
John can easily view the board
and his writing.

Computer Access

Co-writing is being used to Speech to text technology will be


Composing Written Material
assist John in the writing considered to help John become
process and becoming more more independent in his writing.
fluent.

Communication

Immersive reader is being used


Reading
successfully with helping John
focus while reading.
Checklist of daily assignments is being
Organization used successfully to help John stay on
task.

Assessing Students’ Needs for Assistive Technology (2009) Top of Form


Task A. If currently completes task B. If currently completes task C. Describe new or additional
with special strategies and / or with assistive technology tools, assistive technology to be tried.
accommodations, describe. describe.

Math

Recreation and Leisure

Activities of Daily Living (ADLs)

Mobility

Close proximity to the teacher


Positioning and Seating
and close to the board to help
limit distractions.

Vision

Hearing

5. Are there assistive technology services (more specific evaluation of need for assistive technology, adapting or modifying the assistive
technology, technical assistance on its operation or use, or training of student, staff, or family) that this student needs? If yes, describe
what will be provided, the initiation and duration.
Many of the accommodations put into place have been successful with helping John stay in task and being more independent. John is still
struggling to writing stories. He gets caught up with phonics and not know how to spell words. Once he gets frustrated he shuts down and
doesn’t want to do anything. I would like to try a speech to text technology to see if it’s easier for him to get his stories out.

You might also like