Instructional or Access Area Standard Tools Modifications and Accommodations of Task and Expectations Assistive Technology Solutions Reading: Sample Identify letters in isolation and in sequence Recognize/read name Read basic/primer sight words Read functional words (community, emergency, grocery, etc.) Read target/selected words within a sentence Comprehend age/grade appropriate reading materials Read print materials from textbooks and supplemental materials with comprehension Read material from worksheet with comprehension Read material from board/overhead with comprehension Read material from computer display with comprehension Read longer reading samples with comprehension and without fatigue Answer literal questions regarding materials read Answer questions regarding main idea of materials read Answer inferential questions regarding materials read Textbooks Worksheets Printed information on board/overhead Printed test materials Instructional software to remediate reading and/or reading comprehension skills Peer/adult reading assistance High interest, low reading level materials Increased time for completing reading materials Decreased length of assignment Simplify complexity of text Color coding to emphasize key points (highlighting) Custom vocabulary list Increase print size of materials through photocopying Page fluffers Slant board and book holders for positioning books Overlays Tracking strategies (e.g. reading window, bar magnifier) Speaking spellchecker or dictionary as a word recognition aid(e.g. Speaking Merriam-Webster Dictionary and Thesaurus) Reading Pen (e.g. Quicktionary Reading pen) books (e.g.books-on-tape from Recordings for the Blind and Dyslexic) Electronic books (e.g. disk or CD-ROM) Computer-based talking word processing program (e.g. Write OutLoud) Computer with graphic word processor (e.g. Writing with Symbols) Computer with text enlargement software (e.g. ZoomText) Computer with text reading software (e.g. ReadPlease, Talk-to-Me, JAWS, Kurzweil 1000) advanced reading aids (e.g. Kurzweil 3000, WYNN) Solutions for converting text into alternative format (e.g. scanner with OCR software, Braille translation software, Braille printer/embosser, refreshable Braille displays, and tactile graphic production systems, etc.)
Instructional or Access Area Standard Modifications and Accommodations of Task and Expectations Assistive Technology Solutions Math: Sample Tasks: Identify numbers in isolation and sequence Comprehend basic math concepts Complete basic calculations (addition, subtraction, multiplication, and division) Complete complex math calculations Complete math word problems Tell time to the hour, half-hour, etc. using an analog and/or digital clock Calculate passage of time Identify coins and bills Demonstrates understanding of coin and bill value Utilize money to purchase items Utilize coins and bills to make appropriate change Maintain and balance a checkbook Manipulatives (beads, etc.) Abacus Number line Math fact (e.g. multiplication facts) Calculator Instructional software to remediate and enhance specific math skills Change format of assignment (e.g.: write answers only) Peer/adult reading of problem and recording of answer Reduce number of problems Provide additional spacing between problems Provide additional time to complete tasks Increase size of print through photocopying Change complexity of material (e.g. separate problems by operations required) Teacher/peer support for reading and assistance Modified paper (bold line, enlarged, raised line, graph paper, etc.) Talking calculator with speech output Calculator with large print display Calculator with large keypad Calculator with embossed output (e.g. Braille N Computer based on-screen calculator Electronic math worksheet software with adaptive input and output as needed (e.g. MathPad, Access to Math, and Study Works) Adapted measuring devices (e.g. devices with speech output, large print display, or tactile output) Study Organizational Skills: Sample Tasks: Copy assignments from Record assignments from teacher dictation Complete assigned task within designated timelines Request teacher/peer assistance when needed Has appropriate materials/supplies for class activities Instructional materials, including software to remediate deficit areas, to teach compensation strategies, and on strengths Assignment sheet provided by peer and/or adult Outlines of key points Student schedule or checklist Positioning student strategically within classroom environment Timers Student self monitoring sheets or picture schedule Organizational aids (e.g. Color coding, appointment book, etc.) Tape recorder Electronic organizer/personal digital assistant (e.g. Step Pad, PalmPilot) Computer based electronic organizer with adapted input and output provided as needed Speech prompting device
Instructional or Access Area Standard Tools Modifications and Accommodations of Task and Expectations Assistive Technology Solutions Pre-vocational and Vocational: Sorting and assembling Verbal prompts Individualized task and material modifications Sample materials Picture and word cues to meet student needs Complete assigned tasks (ex: filing, sorting, assembly, etc.) within designated timelines Utilize tools, manipulatives, and/or equipment to complete tasks Complete single and multiple step Office equipment Computer with standard office applications Timers and watches Modeling appropriate skills Cooperative participation with and adults Student self-monitoring sheets Modification of task length and complexity Computer with adaptive input devices as needed and appropriate software to address pre-vocational or vocational Vibrating and talking watches and timers Auditory prompting with and without visual display Seating, Positioning, and Mobility: Classroom chairs, and Limit mobility requirements Adaptive classroom equipment (e.g. prone Sample tables through careful scheduling of and supine standers, side lyers, adapted Move about/ambulate about the classroom, school, and/or community Manipulate educational materials as required in assigned activities Maintain appropriate seating/ position for participation in relevant activities daily activities (order, location, etc.) Peer and adult assistance Modification of requirements based upon student's daily energy level and the task to be completed chairs with seating modifications and support, etc.) Adapted tables and desks Walkers Crutches/canes Manual wheelchairs Power wheelchairs Laptrays and equipment mounts
National Assistive Technology Research Institute The National Assistive Technology Research Institute conducts assistive technology (AT) research, translates theory and research into AT practice, and provides resources for improving the delivery of AT services. National Center for Technology Innovation (NCTI) NCTI to broaden and enrich the field of technology for the education of students with disabilities by providing resources and promoting partnerships for the development of tools and applications by developers, manufacturers, producers, publishers and researchers. Office of Special Education Programs (OSEP), U.S. Department of Education OSEP is dedicated to improving educational results for children with disabilities. The site provides information on Federal policy, national grant projects, national studies, and statistics related to disabilities and other related resources. Oregon Technology Access Program (OTAP) OTAP provides training, information, technical assistance and resources regarding the uses of technology for children with disabilities. Pennsylvania Training and Technical Assistance Network (PaTTAN) PaTTAN supports the Pennsylvania Bureau of Special Education and builds the capacity of LEAs to provide services to students receiving special education services. AT resources and links provided. Project Gutenberg This website is a public domain for books, stories, and articles that can be downloaded and then ―read‖ by a computer. This site has a wealth of materials divided into light literature, heavy literature, and references. Quality Indicators for Assistive Technology (QIAT) The QIAT Consortium is a national grassroots group dedicated to indentifying, disseminating, and implementing a set of widely applicable quality indicators for assistive technology services in school settings. The QIAT listserv provides a national forum for discussion of AT issues. Rehabilitation Engineering and Assistive Technology Society of North America (RESNA) RESNA is an interdisciplinary association that provides a credentialing program for assistive technology service providers. The RESNA Technical Assistance Project provides technical assistance to the 56 state/territory programs as authorized under the AT Act of 1998. Schwab Foundation . The Schwab Foundation publishes a free guide to assistive technology. Switch in Time This website has several that can be downloaded at no charge. The Scan ‗n Read program allows one to create their own e-book. Resources for vocational assistive technology needs