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?
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?
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.