Determining the Need

POINTS TO CONSIDER

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.)?

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. Click here to learn more about determining the most efficient way an individual can access an AAC system.

  • Trial new tools from the AT Lending Library, based on identification of priority tasks and activities.

Visit the AT DECISION-MAKING SUPPORTS page for additional resources