PATTS/WATI - Assessment Forms - ATTO: Assistive Technology

Transcription

PATTS/WATI - Assessment Forms
AT Checklist
© 2000-2001 WATI
A form that the school team can attach to the IEP or place in a
child's file to show the assistive technology that was considered
and selected. It can also be used to stimulate ideas about what
assistive technology might be considered, if the team is unsure of
what assistive technology is available for specific tasks. (PDF
version)
Writing
Reading, Studying, and Math
Mechanics of Writing
Assessment form: Mechanics of writing
Reading
Pencil/pen with adaptive grip
Adapted paper (e.g. raised line, highlighted lines)
Slantboard
Typewriter
Portable word processor
Computer
Other:
Alternate Computer Access
Assessment form: Fine motor related to computer access
Keyboard w/ Easy Access or Access DOS
Word Prediction, abbreviation/expansion to reduce
keystrokes
Keyguard
Arm Support (e.g. Ergo Rest)
Track ball/track pad/ joystick w/ onscreen keyboard
Alternate keyboard (e.g. IntelliKeys, Disc. Board, TASH)
Mouth stick/head pointer w/ standard/alternate keyboard
Head Mouse/Head Master/Tracker w/ onscreen keyboard
Switch with Morse Code
Switch with scanning
Voice recognition software
Other:
Composing Written Material
Assessment form: Composing written material
Word cards/word book/word wall
Pocket dictionary/thesaurus
Electronic/talking electronic dictionary/thesaurus/spell
checker (e.g.Franklin Bookman)
Word processor w/ spell checker/grammar checker
Word processor w/ word prediction (e.g. Co:Writer) to
facilitate spelling and sentence construction
Talking word processor for multisensory typing
Multimedia software for expression of ideas (assignments)
Other:
Communication
Assessment form: Communication
Communication board/book with
pictures/objects/letters/words
Eye gaze board/frame
Simple voice output device (e.g. BigMack, Cheap Talk,
Voice in a Box, MicroVoice, talking picture frame, Hawk)
Voice output device w/ levels (e.g. 6 Level Voice in a Box,
Macaw, Digivox,
Voice output device w/ icon sequencing (e.g. AlphaTalker
Liberator, Chatbox)
Voice output device w/ dynamic display (e.g. Dynavox,
Speaking Dynamically w/ laptop computer/Freestyle)
Device w/ speech synthesis for typing (e.g. Cannon
Communicator, Link, Write:Out Loud w/ laptop computer)
Other:
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Assessment form: Reading
Changes in text size, spacing, color,
background color
Book adapted for page turning (e.g.
page fluffers, 3-ring binder)
Use of pictures with text (e.g. Picture It,
Writing with Symbols)
Talking electronic device to pronounce
challenging words (e.g. Franklin Bookman,
American Heritage Dictionary)
Scanner w/OCR and talking word
processor
Electronic books
Other:
Detailed assessment form:
Learning/Studying
Assessment form: Learning and studying
Print or picture schedule
Low tech aids to find materials (i.e.,
index tabs, color coded folders)
Highlight text (e.g. markers, highlight
tape, ruler, etc.)
Voice output reminders for
assignments, steps of task, etc.
Software for manipulation of
objects/concept development (e.g. Blocks
in Motion, Toy Store)
may use alternate input device, e.g.
switch, touch window
Software for organization of ideas and
studying (e.g. Inspiration, Claris Works
Outline, PowerPoint, etc.)
Recorded material (books on tape,
taped lectures with number coded index,
etc.)
Other:
Math
Assessment form: Math
Abacus/ Math Line
Calculator /calculator with print out
Talking calculator
Calculator w/ large keys and/or large
LCD print out
On screen calculator
Software with cueing for math
computation (may use adapted input
methods)
Tactile/voice output measuring devices
(e.g. clock, ruler)
Other:
Recreation & Leisure
Assessment form: Recreation and leisure
Adapted toys and games (e.g. toy with
adaptive handle)
Use of battery interrupter and switch to
operate a toy
Adaptive sporting equipment (e.g.
lighted/bell ball, velcro mitt)
Universal cuff to hold crayons, markers,
paint brush
Modified utensils (e.g. rollers, stampers,
scissors)
Ergo Rest to support arm for
drawing/painting
Drawing/graphic program on computer
(e.g. Kid Pix, Blocks in Motion)
Playing games on the computer
Music software on the computer
Other:
PATTS/WATI - Assessment Forms
Activities of Daily Living (ADLs)
Positioning & Seating
Assessment form: Seating and positioning
Nonslip materials to hold things in place
Universal cuff/strap to hold items in hand
Non-slip surface on chair to prevent slipping (e.g.
Dycem)
Color coded items for easier locating and
identifying
Bolster, rolled towel, blocks for feet
Adaptive eating utensils (e.g. foam
Adapted/alternate chair, side lyer, stander
handles, deep sides)
Custom fitted wheelchair or insert
Adaptive drinking devices (e.g. cup with cut
Other:
out rim)
Adaptive dressing equipment (e.g. button
Vision
hook, elastic shoe laces, Velcro? instead of
Assessment form: Vision
buttons,
Eye glasses
etc.)
Magnifier
Adaptive devices for hygiene (e.g. adapted
Large print books
toothbrushes, raised toilet seat, etc.)
CCTV (closed circuit television)
Adaptive bathing devices
Screen magnifier (mounted over screen)
Adaptive equipment for cooking
Screen Magnification Sftwr. (e.g. CloseView, Zoom
Other:
Text)
Mobility
Screen color contrast (e.g. CloseView)
Assessment form: Mobility
Screen reader (e.g. OutSpoken), text reader
Walker
Braille translation software
Grab bars and rails
Braille printer
Manual wheelchair including sports chair
Enlarged or Braille/tactile labels for keyboard
Powered mobility toy (e.g. Cooper Car,
Alternate keyboard with enlarged keys
GoBot)
Braille Keyboard and Note taker (e.g. Braille N Speak)
Powered scooter or cart
Other:
Powered wheelchair joystick, head switch,
Hearing
sip/puff or other control
Assessment form: Hearing
Adapted vehicle for driving
Other:
Pen and paper
Environmental Control
Light switch extension
Use of Powerlink and switch to turn on
electrical appliances (e.g. radio, fan, blender,
etc.)
Radio/ Ultra sound/ remote controlled
appliances
Other:
Computer/portable word processor
TTY for phone access w/ or w/o relay
Signaling Device (e.g. vibrating pager)
Closed Captioning
Real time captioning
Computer aided notetaking
Screen Flash for alert signals on computer
Personal amplification system
Hearing Aid
FM system
Loop system
Infrared system
Phone amplifier
Other:
Comments:
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CPB/WGBH National Center for Accessible Media
Access Instructions for Users with Disabilities
MAKING EDUCATIONAL SOFTWARE ACCESSIBLE: DESIGN GUIDELINES INCLUDING MATH
and SCIENCE SOLUTIONS
Media Access Group at WGBH
Business Partners
Access to Convergent Media Project | DTV Access Project | Web Accessibility Projects | CD-ROM Access
Project
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MAGpie 1.0
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NCAM in the News | E-mail us at [email protected] | Link to NCAM | Address and Directions | WGBH Job
Opportunities
© WGBH 2000
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Wisconsin Assistive Technology Initiative
Assistive Technology Checklist
Writing
! Regular pencil/pen
! Pencil/pen with adaptive grip
! Adapted paper (e.g. raised line, highlighted lines)
! Slantboard
! Use of prewritten words/phrases
! Templates
! Portable word processor to keyboard instead of write
! Computer with word processing software
! Portable scanner with word processing software
! Voice recognition software to word process
! Other:
Computer Access
Keyboard w/ accessibility options
Word prediction, abbreviation/expansion to reduce
keystrokes
! Keyguard
! Arm support (e.g. Ergo Rest)
! Track ball/track pad/ joystick w/ on-screen keyboard
! Alternate keyboard (e.g. IntelliKeys, Discover Board, TASH)
! Mouth stick/Head Master/Tracker w/ on-screen keyboard
! Switch with Morse code
! Switch with scanning
! Voice recognition software
! Other:
!
!
Word cards/word book/word wall
Pocket dictionary/thesaurus
Writing templates
Electronic/talking electronic dictionary/thesaurus/spell
checker (e.g.Franklin Speaking Homework Wiz)
! Word processing w/ spell checker/grammar checker
! Talking word processing
! Abbreviation/expansion
! Word processing w/ writing support
! Multimedia software
! Other:
!
!
!
!
Communication
!
!
!
!
!
!
!
!
Communication board/book w/pictures/objects/letters/words
Eye gaze board/frame
Simple voice output device (e.g. BIGmack, Cheap Talk,
Voice in a Box, MicroVoice,Talk. Picture Frame)
Voice output device w/ levels (e.g. 6 Level Voice in a Box,
Macaw, Digivox)
Voice output device w/ icon sequencing (e.g. AlphaTalker
II, Vanguard, Chatbox)
Voice output device w/ dynamic display (e.g. Dynavox,
Speaking Dynamically w/ laptop computer/Freestyle)
Device w/ speech synthesis for typing (e.g. Cannon
Communicator, Link, Write:Out Loud w/ laptop)
Other:
Reading, Studying, and Math
Reading
! Standard text
! Predictable books
! Changes in text size, spacing, color, background color
! Book adapted for page turning (e.g. page fluffers, 3-ring
binder)
! Use of pictures/symbols with text (e.g. Picture It, Writing
with Symbols 2000)
! Talking electronic device/software to pronounce
challenging words (e.g. Franklin Speaking Homework Wiz,
American Heritage Dictionary)
! Single word scanners (e.g. Seiko Reading Pen)
! Scanner w/ OCR and talking word processor
! Electronic books
Other:
!
Learning/Studying
! Print or picture schedule
! Low tech aids to find materials (e.g. index tabs, color coded
folders)
! Highlight text (e.g. markers, highlight tape, ruler, etc.)
! Recorded material (books on tape, taped lectures with
number coded index, etc.)
! Voice output reminders for assignments, steps of task, etc.
! Electronic organizers
! Pagers/electronic reminders
! Single word scanners
! Hand-held scanners
! Software for concept development/manipulation of objects
(e.g. Blocks in Motion, Toy Store) - may use alternate input
device, e.g. switch, touch window
! Software for organization of ideas and studying
(e.g.Inspiration,Claris Works Outline,PowerPoint)
! Palm computers
! Other:
Math
! Abacus/ Math Line
! Enlarged math worksheets
! Low tech alternatives for answering
! Math “Smart Chart”
! Money calculator and Coinulator
! Tactile/voice output measuring devices
! Talking watches/clocks
! Calculator /calculator with print out
! Calculator with large keys and/or large display
! Talking calculator
! Calculator with special features (e.g. fraction translation)
! On-screen/scanning calculator
! Alternative keyboard (e.g. IntelliKeys)
! Software with cueing for math computation (may use
adapted input methods)
! Software for manipulation of objects
! Other:
Reed, P. & Walser, P. (2000), adapted from Lynch & Reed (1997), Wisconsin Assistive Technology Initiative
Rev. 9/00
Wisconsin Assistive Technology Initiative
Assistive Technology Checklist
!
!
!
!
!
!
!
!
!
!
!
Toys adapted with Velcro™, magnets, handles, etc.
Toys adapted for single switch operation
Adaptive sporting equipment (e.g. lighted or beeping ball)
Universal cuff /strap to hold crayons, markers, etc.
Modified utensils (e.g. rubber stamps, brushes, etc.)
Ergo Rest or other arm support for drawing/painting
Electronic aids to control TV, VCR, CD player, etc.
Software to complete art activities
Games on the computer
Other computer software
Other:
Activities of Daily Living (ADLs)
!
!
!
!
!
!
!
!
!
!
Nonslip materials to hold things in place
Universal cuff/strap to hold items in hand
Color coded items for easier locating and identifying
Adaptive eating utensils (e.g. foam handles, deep sides)
Adaptive drinking devices (e.g. cup with cut out rim)
Adaptive dressing equipment (e.g. button hook, elastic
shoe laces, Velcro™ instead of buttons, etc.)
Adaptive devices for hygiene (e.g. adapted toothbrushes,
raised toilet seat, etc.)
Adaptive bathing devices
Adaptive equipment for cooking
Other:
Mobility
!
!
!
!
!
!
!
!
Walker
Grab bars and rails
Manual wheelchair including sports chair
Powered mobility toy (e.g. Cooper Car, GoBot)
Powered scooter or cart
Powered wheelchair w/ joystick or other control
Adapted vehicle for driving
Other:
Vision
!
!
!
!
!
!
!
!
!
!
!
!
!
!
Eye glasses
Magnifier
Large print books
CCTV (closed circuit television)
Screen magnifier (mounted over screen)
Screen magnification software
Screen color contrast
Screen reader, text reader
Braille translation software
Braille printer
Enlarged or Braille/tactile labels for keyboard
Alternate keyboard with enlarged keys
Braille keyboard and note taker
Other:
Hearing
!
!
!
!
!
!
!
!
!
!
!
!
!
Pen and paper
Computer/portable word processor
TDD for phone access with or without relay
Signaling device (e.g. flashing light or vibrating pager)
Closed Captioning
Real Time captioning
Computer aided note taking
Screen flash for alert signals on computer
Phone amplifier
Personal amplification system/Hearing aid
FM or Loop system
Infrared system
Other:
Comments:
___________________________________________________
___________________________________________________
Control of the Environment
!
!
!
!
!
!
Light switch extension
Use of interface and switch to activate battery operated
devices
Use of interface and switch to turn on electrical appliances
(e.g. radio, fan, blender, etc.)
Radio/ultra sound to remotely control appliances
Use of electronic aid to daily living to control environment in
connection with an augmentative communication device
Other:
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
Positioning & Seating
!
!
!
!
!
Non-slip surface on chair to prevent slipping (e.g. Dycem)
Bolster, rolled towel, blocks for feet
Adapted/alternate chair, sidelyer, stander
Custom fitted wheelchair or insert
Other:
___________________________________________________
___________________________________________________
Reed, P. & Walser, P. (2000), adapted from Lynch & Reed (1997), Wisconsin Assistive Technology Initiative
Rev. 9/00
PATTS - Assistive Technology Links
Assistive Technology Links
Follow these links to disability-related resources or search the Web on your
own. If you know of a site that should be added to our list, please send us an
e-mail with the address and a brief description of the site.
Contents:
General Resources
© 2000 PATTS
ADL
Aging
Augmentative Communication
Blindness
Certificate programs
Computer Access/ Web Accessibility
Deafness
Disabilities
Communication/Speech
Emotional
Hearing
Vision
Physical
EADL
Employment/ Jobs
Environmental Controls
Equipment Vendors
- Multiple Product Lines
Ethics
Funding
Home Modification/ Housing
Legislation/ Government
Mobility
Orthotics and Prosthetics
Patient and Family Support Services
Professional Journals
Professional Organizations/
Associations
Recreation
Seating and Positioning
Speech
Teaching/ Instructional Materials
Van Modifications
Vision
General Resources
See also:
Disabilities, Disease and Disability, Legislation/Government, Patient and Family Support Services
1. AbleData - http://www.abledata.com/
AbleData Links Page = http://www.abledata.com/text2/links.htm
2.
3.
4.
5.
Access Unlimited - http://accessunlimited.com/links.html
Accessibility Bug - http://www.acessibilidade.net/bugaccess.html
Alliance for Technology Access - http://www.ataccess.org/
Assistive Technology Resources http://curry.edschool.virginia.edu/curry/dept/cise/ose/resources/asst_tech.html
6. Center for Disease Control (CDC), Division of Birth Defects, Child Development, and Disability
and Health - http://www.cdc.gov/nceh/cddh/default.htm
7.
8.
9.
10.
11.
CODI - Cornucopia Of Disability Information - http://codi.buffalo.edu/
12.
13.
14.
15.
16.
17.
18.
Family Village - http://www.familyvillage.wisc.edu/library.htm
Closing the Gap - http://www.closingthegap.com/
Council for Exceptional Children - http://www.cec.sped.org/
disABILITY Information and Resources - http://www.eskimo.com/~jlubin/disabled.html
Do-It: Disabilities Opportunities Internetworking Technology http://www.washington.edu/doit/
Infinitec, Inc. - http://www.infinitec.org/
Links to Assistive Technology - http://www.kansas.net/~grayk/
National Organization on Disability - http://www.nod.org/
National Rehabilitation Information Center - http://www.naric.com/
Untangling the Web: Disability Links - http://www.icdi.wvu.edu/others.htm
WebABLE! - http://webable.com/
ADL - Aids for Daily Living
See: EADL
Aging
See also: Legislation/Government
1. AARP - http://www.aarp.org/
AARP Research - http://research.aarp.org/ageline/home.html
2.
3.
4.
5.
American Health Care Association - http://www.ahca.org/
Eldercare Web - http://www.eldercare.com/
National Senior Citizens Law Center - http://www.nsclc.org/
NC Division of Aging - http://www.state.nc.us/DHR/DOA/
Topic Index
Certificate programs
1. CSUN (California State University) Center of Disabilities - http://www.csun.edu/codtraining/
2. RESNA - Rehabilitation Engineering and Assistive Technology Society
of North America - http://www.resna.org/
Computer Access/ Web Accessibility
See also: Equipment/ Product Vendors
1. 1 Stop Speech Recognition & Adaptive Technology for Individuals with Disabilities - Synapse http://www.synapseadaptive.com/Default.htm
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
A-Prompt - http://aprompt.snow.utoronto.ca/
AbilityHub - http://www.abilityhub.com/
Academic Software - http://www.acsw.com/
Access Page - http://bucky.aa.uic.edu/
Ai Squared - http://www.aisquared.com/(makers of ZoomText Xtra, screen magnifier)
Apple K-12 Disability Resources - http://www.apple.com/education/k12/disability/
Assistive technologies = http://www.apple.com/education/k12/disability/macaccess.html
Assistive Technology, Inc. - http://www.assistivetech.com/
Bobby Approved - http://www.cast.org/bobby/ (Web accessibility testing tool)
CAST - Center for Applied Special Technology - http://www.cast.org/
Closing the Gap - http://closingthegap.com/
Command Corp - http://www.commandcorp.com/incube_welcome.html (IN CUBE Voice
Command/recognition)
13. Computer Access Solutions - http://www.tggweb.com/disable/
http://webschoolsolutions.com/patts/atlinks.htm (1 of 6) [3/15/2001 2:50:19 PM]
14. Dragon Systems - http://www.dragonsys.com/ (voice recognition)
15. EASI Equal Access to Software and Information - http://www.rit.edu/~easi/access.htm
16.
17.
18.
19.
Edmark - http://www.edmark.com/
Equal Access Computer Technology Inc. - http://world.std.com/~eact/
EyeTech Digital Systems - http://www.eyetechds.com/
Freedom Scientific - http://www.hj.com/ (screen reading (JAWS) and Braille note-takers and
displays)
20. IBM Accessibility Center - http://www.austin.ibm.com/sns/index.html
IBM ViaVoice (only voice recognition product for Macs)
21. Innovation Management Group (IMG) - http://www.IMGPresents.com/catalog2.htm
22. IntelliTools, Inc. - http://www.intellitools.com/
23. Lernout & Hauspie: The Speech and Language Company - http://www.lhsl.com/default2.htm
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
(voice recognition)
Microsoft Accessibility HOME - http://www.microsoft.com/enable/telecomm.htm
National Center for Accessible Media - http://www.wgbh.org/wgbh/pages/ncam/
Productivity Works - http://www.prodworks.com/ - information on WebSpeak
Simtech Publications - http://www.hsj.com/
SNOW - Color evaluator for Web-accessibility - http://aprompt.snow.utoronto.ca/links.htm
Soft Touch/Kid Tech - http://www.funsoftware.com/softtouch/
Special and disABLED Access Center - http://www.lafn.org/medical/special_needs/
Sun Microsystems Accessibility Program - http://wvvw.sun.com/access/
Trace Research and Development Center - http://www.trace.wisc.edu/
Virtual Assistive Technology Center - http://www.at-center.com/
WoodLake Technologies - Assistive Technology Solutions http://www.woodlaketec.com/
Disabilities
See also: Disease and Disability
Communication (Augmentative and Alternative Communication)
See also: Equipment/ Product Vendors, Patient and Family Support Services, Teaching Resources
1. Judy Kuster's Net Connections for Communication Disorders and Sciences http://www.communicationdisorders.com
2.
3.
4.
5.
6.
7.
8.
AC and Early Learners - http://www.lburkhart.com/gphb.htm
AAC Centers - http://aac.unl.edu/
AAC Intervention.com - http://www.aacintervention.com
ADAMLAB
Aurora Systems - http://www.djtech.com/aurora/info/augment.htm
Communication Devices - http://www.comdevices.com/
Companion Products - http://www.augcom.com/
9. Consultants for Communication Technology - http://www.concommtech.com/
10. Creative Communicating - http://www.creative-comm.com
11. Crestwood Company - http://www.communicationaids.com/ (adaptive toys)
12. DynaVox (was Sentient Systems) - http://www.dynavoxsys.com/
13.
14.
15.
16.
Electronic Speech Enhancement - http://www.speechenhancer.com/
17.
18.
19.
20.
21.
Kurzweil Educational Systems Inc. (KESI) - http://www.LHSL.com/education/
22.
23.
24.
25.
26.
Saltillo Products - http://www.saltillo.com/
Enkidu Research - http://www.enkidu.net/
Frame Technologies - http://www.frame-tech.com/
Innocomp - http://www.sayitall.com/
Laureate Learning Systems - http://www.laureatelearning.com/
Learning Fundamentals/ LocuTour Multimedia - http://www.locutour.com/
Mayer-Johnson, Inc. - http://www.mayer-johnson.com/ - information on Boardmaker
MEDLINEplus Health Information - Speech & Communication Disorders http://www.nlm.nih.gov/medlineplus/speechcommunicationdisorders.html
Sentient Systems Technology - Now DynaVox
Synergy - http://www.speakwithus.com/
Words + - http://www.words-plus.com/
YAACK (Augmentative and Alternative Communication (AAC) Connecting
Young Kids - http://www.mrtc.org/~duffy/yaack/
27. ZYGO Industries - http://www.zygo-usa.com/
Emotional/ Developmental
See also: Patient and Family Support Services
1. KidSource - http://www.kidsource.com/
2. LD Online - http://www.ldonline.com/
3. MEDLINEplus Health Information - Mental Retardation/ Developmental Disabilities http://www.nlm.nih.gov/medlineplus/developmentaldisabilities.html
4. National Alliance for the Mentally Ill - http://www.nami.org
Hearing/ Deafness
See also: Equipment/ Product Vendors, Patient and Family Support Services
1.
2.
3.
4.
5.
6.
ahearingaid.com - http://www.ahearingaid.com/
AudiTech, Inc. - http://www.auditechusa.com/
Caption Center - http://www.wgbh.org/caption/
DEAFWORKS Company - http://www.deafworks.com/
HEAR MORE Company - http://www.hearmore.com/
MEDLINEplus Health Information - Hearing Disorders & Deafness http://www.nlm.nih.gov/medlineplus/hearingdisordersdeafness.html
7. National Institute on Deafness and Other Communication Disorders http://www.nih.gov/nidcd/health/parents/commopt.htm
Mobility/ Physical
See also: Equipment/ Product Vendors, Patient and Family Support Services, Seating and
Positioning
1.
2.
3.
4.
5.
6.
Access Unlimited - http://accessunlimited.com/
AssisTTec, Inc. - http://www.assisttec.com/
E-Medical Equipment and Supplies - http://www.258group.com/edme/wheelgelcus.html
Free Barrier Lifts - http://www.blvd.com/bfl/
Freedom Concepts - http://www.freedomconcepts.com/products/
Helping Someone with Physical Disabilities http://www.inclusive.co.uk/infosite/phinfo.shtml
7. Jordan's Mobility Solutions, Inc. - http://www.disabilityaccessories.com/utensil_cs.htm
8. Lift Aid - http://www.liftaid.com/
9. MEDLINEplus Health Information - Movement Disorders http://www.nlm.nih.gov/medlineplus/movementdisorders.html
10.
11.
12.
13.
14.
RehabCentral - http://rehabcentral.com/
Simtech Publications - http://www.hsj.com
SpinLife - http://www.spinlife.com/home.cfm
WheelchairNet - http://www.wheelchairnet.org
We Move - http://www.wemove.org/
Vision/ Blindness
See also: Equipment/ Product Vendors, Patient and Family Support Services
1.
2.
3.
4.
5.
6.
7.
8.
Ai Squared - http://www.aisquared.com/(makers of ZoomText Xtra, screen magnifier)
Allied Technologies, Inc. - http://www.alliedtec.com/
ALVA Access Group - http://www.aagi.com/aagi/aagi_home.html (outSPOKEN)
American Printing House for the Blind - http://www.aph.org/
Blazie, Inc. (division of Freedom Scientific) - http://www.blazie.com/pages/main.html
Blindness-Related Resources - http://www.hicom.net/~oedipus/blind.html
Dolphin Computer Access - http://www.dolphinusa.com/
Financial Aid for Eye Care - http://www.nei.nih.gov/publications/aid.htm
9. Foundation Fighting Blindness - http://www.blindness.org/
10. Henter-Joyce (division of Freedom Scientific) -http://www.hj.com/ (screen reading (JAWS)
and Braille note-takers and displays)
11. HumanWare, Inc. - http://www.humanware.com/
12. Independent Living Aids - http://www.independentliving.com/
13. Keyboard Alternatives and Vision Solutions -http://www.keyalt.com/
14. Large-Print.NET The Large Print & Low Vision Resource Network http://www.large-print.net
15. Magic Wand Keyboard - http://www.magicwandkeyboard.com/
16. MEDLINEplus Health Information - Eye Diseases http://www.nlm.nih.gov/medlineplus/eyediseasesgeneral.html
17. MEDLINEplus Health Information - Eye Injuries 18. http://www.nlm.nih.gov/medlineplus/eyeinjuries.html
19. MEDLINEplus Health Information - Vision Disorders & Blindness http://www.nlm.nih.gov/medlineplus/visiondisordersblindness.html
20. Mons International, Inc. - http://www.magnifiers.com/index2.htm
21.
22.
23.
24.
National Eye Institute - http://www.nei.nih.gov/
Prevent Blindness America - http://www.preventblindness.org/
Productivity Works - http://www.prodworks.com/ - information on WebSpeak
Social Security: If You Are Blind How We Can Help - http://www.ssa.gov/pubs/10052.html
Disease and Disability
See also: Disabilities
1. Cerebral Palsy
❍
Cerebral Palsy Tutorial - http://www.people.Virginia.EDU/~smb4v/tutorials/cp/cp.htm
❍
Internet Resources for Special Children - http://www.irsc.org/cerebral.htm
❍
MEDLINEplus Health Information - Cerebral Palsy http://www.nlm.nih.gov/medlineplus/cerebralpalsy.html
❍
United Cerebral Palsy - http://www.ucpa.org/html/
2. Down Syndrome
❍
National Down Syndrome Society - http://www.ndss.org/
❍
Internet Resources for Special Children - http://www.irsc.org/down.htm
❍
MEDLINEplus Health Information - Down Syndrome http://www.nlm.nih.gov/medlineplus/downsyndrome.html
3. National Stroke Association - http://www.stroke.org/
stroke IQ = http://www.stroke.org/NS3100.4_RUatRiskQuiz.html
4. MEDLINEplus Health Information - Stroke - http://www.nlm.nih.gov/medlineplus/stroke.html
Employment/ Jobs
See also: Legislation/Government
1. President's Committee on Employment of People with Disabilities - http://www.pcepd.gov/
2. U.S. Equal Employment Opportunity Commission - http://www.eeoc.gov/
EADL/Environmental Controls
Note: ADLs vs ECs: The term environmental controls has recently been changed to Electronic Aids
for Daily Living to reflect the increased level of technology now used. Although there are a couple of
exceptions, most ADLs are not electronic: Some assist in basic care (bathing, dressing, eating,
toileting); others in cooking, opening doors, drawers, etc. EADLs are powered by electricity, often
involve higher-level electronics, and are accessed using microswitches.
1. Accessibility Services, Inc. - http://www.asi-florida.com/ASIcatalog-ECU.htm
2. Adaptivation Inc. - http://www.adaptivation.com/
3. Ameriphone - http://www.ameriphone.com/
4. APT Technology - http://www.apt-technology.com/
5. Carolina Computer Access Center - http://ccac.ataccess.org/
6. Enabling Devices - http://www.enablingdevices.com/
7. ErgoWeb Inc. - http://www.ergoweb.com/
8. Jordan's Mobility Solutions, Inc. - http://www.disabilityaccessories.com/
9. Maddack, Inc. - http://www.ableware.com/
10. Madentec Ltd - http://www.madenta.com/
11. ORCCA Technology - http://www.orcca.com/
12. PIGS Electronics - http://www.pigselectronics.com/
13. Seaside Education - Environmental Control Devices - http://www.seaside.org/
Links = http://www.seaside.org/linx.html
14. Smarthome.com - http://www.smarthome.com/
15. X10.com - http://www.x10.com/
Equipment Vendors for Multiple Product Lines
Click on product categories for more
information on that subject
Vendor/ Manufacturer
1 Stop Speech Recognition & Adaptive Technology for
Individuals with Disabilities - Synapse http://www.synapseadaptive.com/Default.htm
AbleData - http://www.abledata.com
- Product Search
Access First, Inc. - http://www.accessfirst.net/
Augmentative Communication Consultants http://www.acciinc.com/
The Boulevard - Assistive Technology Expo http://www.blvd.com
Don Johnston Inc. - http://www.donjohnston.com/
Dunamis Inc. - http://www.dunamisinc.com/
Dynamic Living - http://www.dynamic-living.com/
Freedom of Speech - http://store.yahoo.com/fos/
Gus! Online - Software Solutions
http://www.gusinc.com/
MedMarket.com (products listings "mall")
http://www.coast-resources.com/
Prentke Romich - http://www.prentrom.com/
RehabCentral.com - http://www.rehabcentral.com/
TASH International - http://www.tashint.com/
WoodLake Technologies
http://www.woodlaketec.com/
Ethics
1. ASHA
❍
Code of Ethics
❍
Ethical Practice Board Statement Regarding the AuD
❍
Executive Board Statement Regarding the AuD
❍
Issues in Ethics
Funding
1.
2.
3.
4.
5.
6.
7.
EasyStand - http://www.easystand.com/Pages/main2.html
Disability Resources WebWatcher - http://www.disabilityresources.org/AT-FUNDING.html
Families USA - http://www.familiesusa.org/medicaid/
Family Village - http://www.familyvillage.wisc.edu/at/funding-at.html
Financial Aid for Eye Care - http://www.nei.nih.gov/publications/aid.htm
Neighborhood Legal Services - http://www.nls.org/fundat.htm
U.S. Access Board - http://www.access-board.gov
Home Modification
1. AbleData - Resource Center on Accessible Housing and Universal Design http://www.abledata.com/text2/accessib.htm
2. Center for Universal Design - N.C. State University - http://www.design.ncsu.edu/cud/
3. HUD: Fair Housing Act - http://www.hud.gov/fairhsg1.html
4. National Resource Center on Supportive Housing and Home Modification
http://www.homemods.org/
5. National Resource and Policy Center on Housing and Long Term Care
http://www.aoa.dhhs.gov/housing/modification.html
6. Trace Research and Development Center - http://www.trace.wisc.edu/
7. U.S. Access Board (Architectural and Transportation Barriers Compliance Board)http://www.access-board.gov
Legislative/Government
See also: Employment/Jobs
1. ADA Accessibility Guidelines (ADAAG) for Buildings and Facilities http://www.access-board.gov/adaag/html/adaag.htm
2.
3.
4.
5.
6.
7.
8.
Administration on Aging - http://www.aoa.dhhs.gov/
Healthy People 2010 - http://www.health.gov/healthypeople/
HUD: Fair Housing Act - http://www.hud.gov/fairhsg1.html
Medicare/Medicaid - http://www.hcfa.gov/
National Aging Information Center - http://www.aoa.dhhs.gov/naic/default.htm
National Council on Disability (NCD) - http://www.ncd.gov
National Institute on Disability and Rehabilitation Research (NIDRR) http://www.ed.gov/offices/OSERS/NIDRR/index.html
9. N. C. General Statutes Article 22 (SLP) - Licensure Act , Administrative Code
10. Not Dead Yet - http://www.notdeadyet.org/
11.
12.
13.
14.
15.
State and federal court rulings on legislative decisions on disability topics such as euthanasia.
Office of Special Education and Rehabilitation Services - http://www.ed.gov/offices/OSERS
Social Security Administration - http://www.ssa.gov/
U.S. Access Board - http://www.access-board.gov
US Census Bureau - http://www.census.gov/
U.S. Department of Justice ADA Page - http://www.usdoj.gov/crt/ada/adahom1.htm
Orthotics and Prosthetics
1. E-Medical Equipment and Supplies
http://www.258group.com/edme/wheelgelcus.html
2. Rehabilitation Engineering Research Center on Prosthetics and Orthotics
http://www.repoc.northwestern.edu/
3. TRS Inc. - Prosthetics Research, Design & Manufacturing
http://www.oandp.com/products/trs/
Patient and Family Support Services
See also: General Resources, Disabilities, Disease and Disabilities
1. Alliance for Technology Access - http://www.ataccess.org/
2. Family Village - http://www.familyvillage.wisc.edu/
3. Gallaudet University - Ear and Hearing - http://clerccenter.gallaudet.edu/InfoToGo/535/535-1.html
4. Medicaid Clearing House - http://www.familiesusa.org/medicaid/
5. MEDLINEplus Health Information - http://www.nlm.nih.gov/medlineplus/
6. MEDLINEplus Health Information - Children's Page http://www.nlm.nih.gov/medlineplus/childrenspage.html
7. National Health Information Center - http://nhic-nt.health.org/
8. National Information Center for Children and Youth with Disabilities - http://www.nichcy.org/
9.
10.
11.
12.
National Parent Network on Disabilities - http://www.npng.org/
Self Help For Hard Of Hearing People - http://www.shhh.org/
Steven Sell's Disability Management Page - http://www.disabilities.com/
Virtual Assistive Technology Center - http://www.at-center.com/
Professional Journals
1. Access to Table of Contents for All ASHA journals http://www.asha.org/publications/publications.htm
2. ASHA Journals
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
❍
American Journal of Audiology: A Journal of Clinical Practice (AJA)
❍
American Journal of Speech-Language Pathology: A Journal of Clinical Practice (AJSLP)
❍
Journal of Speech, Language, and Hearing Research (JSLHR)
❍
Language, Speech, and Hearing Services in Schools (LSHSS)
Archives of Otolaryngology - Head and Neck Surgery
Archives of Pediatric and Adolescent Medicine
Brain & Development
Child Development Abstract and Bibliographies
Clinical Linguistics and Phonetics Journal
Hearsay
Journal of the Acoustical Society of America
Journal of the American Medical Association
Journal of Children's Communication Development (JCCD)
Communication Disorders Quarterly
Journal of Communication Disorders
Journal of the Experimental Analysis of Behavior
Journal of Experimental Psychology: Learning, Memory, and Cognition
Journal of Fluency Disorders
New England Journal of Medicine - Online
Otolaryngology - Head and Neck Surgery
Professional Organizations/Associations
1. American Academy of Audiology - http://www.audiology.org/
Understanding your audiogram = http://www.audiology.com/consumer/uya/
Hearing aids = http://www.audiology.com/consumer/hafaq/
2. American Academy of Otolaryngology - http://www.entnet.org/
3. American Academy of Private Practice in Speech Pathology and Audiology http://www.aappspa.org/
4.
5.
6.
7.
American Medical Association - http://www.ama-assn.org
American Occupational Therapy Association (AOTA) - http://www.aota.org/
American Physical Therapy Association - https://www.apta.org/
American Psychological Association - http://www.apa.org/
Public resources = http://www.apa.org/psychnet/
8. American Speech-language-Hearing Association (ASHA) - http://www.asha.org/
ASHA Library = http://www.asha.org/library/library.htm
9. Educational Audiology Association - http://www.edaud.org/
10. International Society for Augmentative and Alternative Communication http://128.100.250.10/isaac/isaac/index.html
11. National Association of Social Workers (NASW) - http://www.naswdc.org/
12. National Association of State Directors of Special Education - http://www.nasdse.org/home.htm
13. RESNA - Rehabilitation Engineering and Assistive Technology Society of North America http://www.resna.org/
Recreation
1. Kili-Kart - http://www.disabilityoptions.com/products.htm
2. Spokes 'n Motion - http://www.spokesnmotion.com/
3. TRS Inc. - Prosthetics Research, Design & Manufacturing
http://www.oandp.com/products/trs/
See also: Equipment/ Product Vendors, Physical/Mobility Disabilities
1.
2.
3.
4.
5.
6.
7.
Adaptive Engineering Lab, Inc. - http://www.aelseating.com/
Adaptive Switch Laboratories - http://www.asl-inc.com/
Broda Enterprises, Inc. - http://www.brodaseating.com/
E-Medical Equipment and Supplies - http://www.258group.com/edme/wheelgelcus.html
Newmobility Magazine Site for Wheelchair Users - http://www.Newmobility.com
SpinLife - http://www.spinlife.com/home.cfm
WheelchairNet - http://www.wheelchairnet.org
Teaching/ Instructional Materials
1. AbleNet, Inc. - http://www.ablenetinc.com/
2. American Guidance Services Inc. (AGS) - http://www.agsnet.com/main.html
3. Attainment Company - http://www.AttainmentCompany.com/
4. Berit's Best Sites for Children - http://db.cochran.com/li_toc:theoPage.db
5. Crestwood Company - http://www.communicationaids.com/ (adaptive toys)
6. Dragonfly Toys - http://www.dftoys.com
7. Edmark - http://www.edmark.com/
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Enabling Devices - http://www.enablingdevices.com/ (adaptive toys)
Howbrite Solutions/ MathLine - http://www.howbrite.com/
Kaplan School Supplies - http://www.kaplanco.com/
Lakeshore Learning Materials - http://www.lakeshorelearning.com/
Learning Fundamentals/ LocuTour Multimedia - http://www.locutour.com/
Linda J. Burkhart Technology Integration - http://www.lburkhart.com/
Linguisystems - http://www.linguisystems.com/
Marblesoft - http://www.marblesoft.com/
National Center to Improve Practice - http://www2.edc.org/NCIP/
National Clearinghouse of Rehabilitation Training Materials http://www.nchrtm.okstate.edu/index_3.html
18. Pro-Ed Publishing - http://www.proedinc.com/links.html
19. The Psychological Corporation - http://www.hbtpc.com/catg/nf/
Van Modifications
1.
2.
3.
4.
5.
Access Mobility Systems - http://www.accessams.com/aids/aids.html
AssisTTec, Inc. - http://www.assisttec.com/
Independent Mobility Systems - http://www.imsvans.com
Family Village - http://www.familyvillage.wisc.edu/AT/Driving.htm
TLC Medical Transportation Services - http://www.tlc3.com/products.htm
Western Carolina Center | Caldwell Community College and Technical Institute
© PATTS, Last update: September 2000, Maintained by Lane Price Rose
PATTS - Anatomy: Significant Body Systems
Contents:
●
Introduction
●
Anatomical Orientation
●
Featured Sites
●
Nervous System
© 2000 PATTS
Graphics source:
Leornardo da Vinci (1452-1519)
(Note)
❍
Eye - Visual System
❍
Ear - Auditory and
Vestibular Systems
❍
Throat/Mouth Speech/Language
●
Skeletal System
●
Musculoskeletal System
●
Cardiovascular System
●
Pulmonary System
●
To Learn More
Anatomy
A companion series for the PATTS
Certificate Program, the anatomy
descriptions cover "Significant Body
Systems" -- those most relevant to your
studies in assistive technology.
Introduction
Just how much anatomy do you have to know? Obviously not
enough to qualify you as a physician, but certainly enough to
discuss your cases, not only with physicians and other
healthcare professionals, but your patients as well.
Click on the images below for
information about each body system.
Each site includes easy-to-understand explanations, many
graphics to illustrate concepts, and links to learn more. Use
them for your studies. Use them as references for your
patients. Use them to discover how much the Web offers to
those who love to learn.
Featured Sites
The PATTS anatomy series, "Significant Body Systems," links
into two excellent interactive learning tools: InnerBody.com
and J. Crimando's Anatomy and Physiology Tutorials. Both
designs display information (text, images, or links) when you
move the mouse over an image. But there are some usage
differences:
InnerBody
As you roll the mouse over
an image, diamond-shaped
"Pick Points" appear where
you can view more
information. If you see an
eye glass icon next to the
text description, click it to
display another image.
Anatomy and Physiology Tutorials
These excellent reviews and quizzes were originally
designed for students taking BIO 201 at Maricopa. At
these sites, when you roll the mouse over an image,
highlighted regions appear that you are to identify. To
check your answer, you click on the original image and
the correct answer appears.
Comments?
We welcome your feedback. Contact us with your ideas
and suggestions.
To Learn More
Web resources:
●
Visible Human
Project
●
CID-David: Online
Atlas of Human
Anatomy
●
Gray's Anatomy
●
Merck Manual Contents
●
Other Body Systems
❍
Digestive
System
(InnerBody)
❍
Digestive
System
(Maricopa)
❍
Endocrine
System
(InnerBody)
❍
Endocrine
System
(Maricopa)
Acknowledgments:
We wish to thank the
many people who
gave their time and
knowledge to create
this site.
1. Joel DeLisa and
Walter C.
Stolov,
"Significant
Body Systems,"
in: Handbook of
Severe
Disability, edited
by Walter C.
Stolov and
Michael R.
Clowers. US
Department of
Education,
Rehabilitation
Services
Administration,
1981.
2. Catherine
Parker Anthony
and Gary A.
Thibodeau,
Textbook of
http://webschoolsolutions.com/patts/systems/anatomy.htm (1 of 2) [3/15/2001 2:50:23 PM]
PATTS - Anatomy: Significant Body Systems
●
❍
Integumentary
System
(Maricopa)
❍
Lymphatic
System
(InnerBody)
❍
Lymphatic
System
(Maricopa)
❍
Reproductive
System
(Maricopa)
Anatomy &
Physiology. St.
Louis: Mosby,
1983.
3. Anatomy Clipart
(Designs4Free)
4. Dennis Kunkel,
Electron
Microscopy
Gallery (permission
to use images)
5. Mariana
❍
Urinary System
(InnerBody)
❍
Excretory
System
(Maricopa)
Teaching Resources
❍ Kid's Health My Body
Newton,
Professor
emeritus, UNCG
Department of
Communication
Sciences and
Disorders
6. William L.
Coleman,
Professor
emeritus, UNCG
Department of
Anthropology
Graphics note:
According to Paolo Giovi, da Vinci's first biographer: "In the medical faculty he learned to dissect the cadavers of criminals ... because he
wanted [to examine and] to draw the different deflections and reflections of limbs and their dependence upon the nerves and the joints. This is why he paid attention
to the forms of even very small organs, capillaries and hidden parts of the skeleton."
From da Vinci's drawings: Study on Female Anatomy, Vitruvian Man/ Proportions of Man (background image)
Western Carolina Center | Caldwell Community College and Technical Institute
© PATTS, Last update: October 2000, Maintained by Lane Price Rose
http://webschoolsolutions.com/patts/systems/anatomy.htm (2 of 2) [3/15/2001 2:50:23 PM]
PATTS/WATI - Student Evaluation Guide
© 2000-2001 WATI
1. Current writing ability: (
Check all that apply)
Can copy simple shapes
Can copy simple words
Can copy from board
Can write on 1" lines
Can write on narrow lines
Can use spacing correctly
Can size writing to fit spaces
Can write independently and legibly
Can hold regular pencil
Can hold pencil when adapted with: __________
Holds pencil, but does not write
Can print a few words
Can print name
Can write cursive
Writing is limited due to fatigue
Writing is slow and arduous
2. Assistive technology used: (
Check all that apply.)
Paper with raised lines
Splint or pencil holder
Other: __________________
Paper with heavier lines
Special pencil or marker
Computer
3. Current keyboarding ability: (
Does not currently type
Can type slowly, with one finger
Accidentally hits unwanted keys
Requires arm or wrist support to type
Uses mini keyboard to reduce fatigue
Uses Touch Window
Uses access software
Uses adapted or alternate keyboard, such as:
Other:
4. Computer use: (
Pencil grip
Typewriter
Can activate desired key on command
Can type slowly, with more than one finger
Can perform 10 finger typing
Can access keyboard with head or mouthstick
Uses switch to access computer
Uses alternative keyboard
Uses Morse code to access computer
Has never used a computer
Uses computer for games
Uses computer at school
Uses computer for word processing
Uses computer at home
Uses computer's spell checker
Uses computer for a variety of purposes, such as:
Has potential to use computer but has not used a computer because:
5. Computer availability:
The student has access to the following computer(s):
The student uses a computer:
Rarely
Frequently
DOS
Windows
Daily for one or more subjects or periods
6. Summary of student's abilities and concerns related to writing:
http://webschoolsolutions.com/wati/wati-writing.htm [3/15/2001 2:50:25 PM]
Macintosh
Apple II
Every day, all day.
Fine Motor Related to
Computer/Device Access
© 2000-2001 WATI
1. Current fine motor abilities: Observe the student using paper and pencil, typewriter, computer,
switch, etc. Look at the movements as well as the activities and situations. Does the student have
voluntary, isolated, controlled movements using: (
Eye(s)
Head
Mouth
Tongue
Other:
Right hand
Right arm
Right leg
Right foot
Eyebrows
Left hand
Left arm
Left leg
Left foot
Finger(s)
Describe briefly the activities/situations observed:
2. Range of motion:
Student has specific limitations to range: Yes No
Describe the specific range in which the student has the most motor control:
3. Abnormal reflexes and muscle tone:
Student has abnormal reflexes or abnormal muscle tone: Yes No
Describe briefly any abnormal reflex patterns or patterns of low or high muscle tone which may
interfere with the student's voluntary motor control.
4. Accuracy:
Student has difficulty with accuracy: Yes No
Describe how accurate, reliable and consistent the student is in performing a particular fine motor
task:
5. Fatigue:
Student fatigues easily: Yes No
Describe how easily the student becomes fatigued:
6. Assisted direct selection:
What type of assistance for direct selection has been tried? (
Head pointer/stick, mouth/chin stick
Light beam/laser
Keyguard
Pointers, hand grips, splints etc.
Other:
Describe which seemed to work the best and why:
7. Size of grid student is able to access:
What is the smallest square the student can accurately access: 1"
What is the optimal size grid?
Size of square:
Number of squares across:
Number of squares down:
2"
3"
4"
8. Scanning:
If student cannot direct select, does the student use scanning?
No Yes, if yes: Step Automatic Inverse Other:
Preferred control site (body site):
Other possible control sites:
9. Type of switch:
The following switches have been tried: (
seemed to work the best.
Touch (jellybean)
Joystick
Arm slot
Tread
Light touch
Lever
Eye brow
Other:
Check all that apply, then circle the one or two that
Wobble
Head switch
Mercury (tilt )
Rocker
Sip/puff
Tongue
10. Summary of student's abilities and concerns related to computer/device access:
http://webschoolsolutions.com/wati/wati-computer.htm [3/15/2001 2:50:28 PM]
Intellitools, Serving Special Education's Needs for Over 20 Years.
For two decades, IntelliTools has been a leading provider of hardware
and software giving students with special needs comprehensive access to
learning. IntelliTools is also the leading provider of professional
development for a growing number of teachers, parents and specialists all committed to realizing the dream of educational equity for all.
New! IntelliTools Regional Summer Conferences 2001
Disability Links
IntelliWorld-your email newsletter
We're Hiring!
Join An IntelliShare Users Group
Conferences & Events
We develop & produce computer
products for special education. We
meet the needs of children in
elementary schools facing
challenges from learning disabilities
to significant physical disabilities.
http://www.intellitools.com/ [3/15/2001 2:50:30 PM]
© 2000-2001 WATI
1. Student's present writing is typically:(
Single words
Short phrases
Complex phrase
Sentences
Paragraphs of two-five sentences
Longer paragraphs
2. Student currently has difficulty: (
Multi paragraph reports
Other:
Answering questions
Getting started on a sentence or story
Adding information to a topic
Sequencing information
Integrating info. from two or more sources
Relating information to specific topics
Determining when to begin new paragraphs
Generating ideas
Working w/peers to generate ideas/info.
Planning content
Using a variety of vocabulary
Summarizing information
Other:
3. Student currently utilizes the following strategies for composing written materials: (
that apply.)
Story starters
Preset choices or plot twists
Webbing/concept mapping
Outlines
Check all
Templates to provide the format or structure (both paper and electronic)
Templates to provide the format or structure
Other:
4. Currently utilizes the following aids/assistive technology for composing written materials: (
Word cards
Word book
Word wall/word lists
Dictionary
Electronic dictionary/ spell checker
Speaking electronic dictionary/ spell checker
Other:
Word processing with spell checker/grammar checker
Talking word processing
Abbreviation/expansion
Word processing with writing support
Multimedia software
Symbol based software for writing (e.g.
Writing with Symbols 2000 or Pix Writer)
5. Summary of student's abilities and concerns related to composing written materials:
http://webschoolsolutions.com/wati/wati-composing.htm [3/15/2001 2:50:32 PM]
Communication Skills
© 2000-2001 WATI
Student's present means of communication:
(
Check all that are used, then circle the primary method the student uses.)
Changes in breathing patterns
Eye-gaze/eye movement
Gestures
Vocalizations: list examples:
Body position changes
Facial expressions
Pointing
Sign language approximations
Sign language
# signs:
# combinations:
# signs in a combination:
Vowels, vowel combinations: list:
Single words, approx. #:
list examples:
Reliable?
Yes
No
2-word utterances
Semi intelligible speech
(estimate % intelligible): _____
Intelligible speech
Writing
Communication board:
Other:
3-word utterances
Voice output AC device (name of device):
tangibles,
pictures,
combination pictures/words,
words
2. Who understands student's communication attempts: (
Check best descriptor)
Most of the time
Part of the time
Rarely
Not Applicable
Strangers
Teachers/therapists
Peers
Siblings
Parent/Guardian
3. Current level of receptive language:
Age approximation:
If formal tests used, name and scores:
If formal testing not used, please give an approximate age or developmental level of functioning. Explain your
rationale for this estimate.
4. Current level of expressive language:
Age approximation:
If formal testing not used, please give an approximate age or developmental level of functioning. Explain your
rationale for this estimate.
5. Communication interaction skills:
Desires to communicate: Yes No
To indicate "yes" and "no", the student:
Eye gazes
Points to board
Uses word approximations
Does not respond consistently
Shakes head
Signs
Vocalizes
Gestures
Can a person unfamiliar with the student understand the response?
Always
Yes
Frequently
No
Occasionally
Seldom
Never
Turns toward speaker
Interacts with peers
Aware of listener's attention
Initiates interaction
Asks questions
Responds to communication interaction
Requests clarification
Repairs communication breakdown
Requires frequent verbal prompts
Requires frequent physical prompts
Describe techniques student uses for repair (e.g. keeps trying, changes message, points to first letter, etc:)
6. Child's needs related to devices/systems:(
Child walks
Child uses wheelchair
Other:
Child drops/throws things frequently
Child can carry device under 2 lbs.
Child needs digitized (human) speech
Child needs device w/large number of words or
phrases
7. Pre-reading and reading skills related to communication:
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
No
No
No
No
No
No
No
Object/picture recognition
Symbol recognition (tactile, Mayer-Johnson, Rebus, etc.)
Auditory discrimination of sounds
Auditory discrimination of words, phrases
Selects initial letter of word
Follows simple directions
Sight word recognition
Can put two symbols or words together to express an idea
http://webschoolsolutions.com/wati/wati-communication.htm (1 of 2) [3/15/2001 2:50:36 PM]
8. Visual abilities related to communication:(
Can maintain fixation on stationary object
Can scan line of symbols left to right
Visually recognizes people
Visually recognizes photographs
Needs additional space around symbol
Can visually shift vertically
Can look to right & left without moving head
Can scan matrix of symbols in a grid
Visually recognizes common objects
Visually recognizes symbols or pictures
Can visually shift horizontally
Can recognize line drawings
Is a specific type (brand) of symbols or pictures preferred?
No Yes. If yes:
What size symbols or pictures are preferred?
What line thickness of symbols are preferred? _____ inches
Does student seem to do better with black on white, or white on black, or a specific color combination for
figure/ground discrimination?
Explain anything else you think is significant about the responses the student currently uses or his/her need for
augmenting communication. (Use an additional page if necessary.):
9. Summary of student's abilities and concerns related to communication:
http://webschoolsolutions.com/wati/wati-communication.htm (2 of 2) [3/15/2001 2:50:36 PM]
Reading Skills
© 2000-2001 WATI
1. Grade level:
Student is placed in grade: _______ Student reads at ____ grade level.
If formal testing not used, please give an approximate estimate of functioning and explain:
2. Cognitive ability in general:
Significantly below average
Below average
Average
Above average
3. Difficulty: (
Student has difficulty decoding the following:
Worksheets
Reading Textbook
Subject Area Textbooks
Tests
Subject Area Textbooks
Tests
Student has difficulty comprehending the following:
Worksheets
Reading Textbook
4. Student's performance is improved by:(
Smaller amount of text on page
Lowered reading level
Bold type for main ideas
Spoken text to accompany print
Enlarged print
Other:
Graphics to communicate ideas
Reduced length of assignment
5. Reading assistance used:
Please describe the non-technology based strategies and accommodations that have been used with this student:
6. Assistive technology used:
The following have been tried: (
Highlighter, marker, template, or other self-help aid
Tape recorder, taped text, or Talking Books to "read along"
Talking dictionary (e.g. Franklin Speaking Language Master) to pronounce single words
Computer with word processing with spell checker
Computer with talking word processing software to:
pronounce words,
speak sentences,
speak paragraphs.
7. Computer availability and use:
The student has access to the following computer(s):
The student uses a computer:
Rarely
Frequently
DOS
Windows
Daily for one or more subjects or periods
Every day, all day.
8. Summary of student's abilities and concerns related to reading:
http://webschoolsolutions.com/wati/wati-reading.htm [3/15/2001 2:50:38 PM]
Macintosh
Apple II
Learning and Studying
© 2000-2001 WATI
1. What difficulties does the student have in learning new material or studying:
(
Remembering assignments
Remembering steps of tasks or assignments
Finding place in textbooks
Taking notes during lectures
Other:
Reviewing notes from lectures
Organizing information/notes
Organizing materials for a report or paper
Turning in assignments
2. Strategies used. Describe any adaptations or strategies that have been used to help this students
with learning and studying:
3. Assistive technology tried: (
Print or picture schedule
Pagers/electronic reminders
Single word scanners
Low tech aids to find materials (e.g. index tabs,
color coded folders)
Software for manipulation of objects/concept
development
Highlighting text (e.g. markers, highlight tape,
ruler)
Software for organization of ideas and studying
Recorded material
Palm computers
Voice output reminders for assignments, steps of
Other:
task, etc.
Electronic organizers
4. Summary of student's abilities and concerns in the area of learning and studying:
http://webschoolsolutions.com/wati/wati-studying.htm [3/15/2001 2:50:39 PM]
Math Skills
© 2000-2001 WATI
1. Student has difficulty with the following: (
Legibly writing numerals
Understanding meaning of numbers
Completing simple addition and subtraction
Completing complex addition and subtraction
Understanding tables and graphs
Understanding fractions
Converting to mixed numbers
Solving story problems
Graphing
Understanding and use of trigonometry functions
Understanding math related language
Understanding place values
Completing multiplication and division
Understanding units of measurement
Creating tables and graphs
Working with fractions
Understanding decimals/percents
Understanding geometry
Understanding and use of formulas
Checking work
Other:
2. Strategies Used: Describe strategies that have been used to help:
3. Assistive technology tried: (
Check all that have been tried.)
Abacus
Math line
Enlarged math worksheets
Low tech alternatives for answering e.g.,
IntelliKeys)
Software with cueing for math computation
Tactile/voice output measuring devices
Software for manipulation of objects
Talking watches/clocks
Talking calculator
Calculator with special features (e.g. easy fraction
translation, temperature conversion
On screen calculator
Scanning calculator
Alternative keyboards
Math "Smart Chart" Money calculator &
Coinulator
Calculator/Calculator with print out(e.g. Talking
Math Pad)
Calculator with large keys and/or large display
Other:
4. Summary of student's abilities and concerns related to math:
http://webschoolsolutions.com/wati/wati-math.htm [3/15/2001 2:50:41 PM]
© 2000-2001 WATI
1. What are the difficulties which the student experiences in participating in recreation and
leisure? (
Understanding cause and effect
Understanding turn taking
Handling/manipulating objects
Throwing/catching objects
Understanding rules
Waiting for his/her turn
Following simple directions
Following complex directions
Communicating with others Hearing others
Seeing equipment or materials
Operating TV, VCR, etc.
Operating a computer
Other:
2. What activities does the student especially enjoy?
3. What adaptations have you tried to enhance participation in recreation and leisure? How did
they help?
4. What assistive technology, if any, have you tried? (
Toys adapted with Velcro™, magnets,
handles, etc.
Toys adapted for single switch operation
Adaptive sporting equipment, such as lighted or
beeping ball
Universal cuff or strap to hold crayons, markers,
etc.
Modified utensils, e.g. rubber stamps, rollers,
brushes
Ergo Rest or other arm support
Electronic aids to control/operate TV, VCR, CD
player, etc.
Software to complete art activities
Games on the computer
Other computer software
Other:
5. Summary of student's abilities and concerns in the area of recreation and leisure:
http://webschoolsolutions.com/wati/wati-recreation.htm [3/15/2001 2:50:43 PM]
Mobility
© 2000-2001 WATI
1. Mobility: (
Walks independently
Walks with assistance
Needs extra time to reach destination
Crawls, roll, or creeps independently
Uses manual wheelchair, independently
Uses power wheelchair independently
Needs help to transfer in and out of wheelchair
Uses wheelchair for long distances only
2. Concerns about mobility: (
Has difficulty walking
Walks with appliance
Uses elevator key independently
Is pushed in manual wheelchair
Learning to use power wheelchair
Transfers independently
Has difficulty walking up stairs
Has difficulty walking down stairs
Student seems extremely tired after ambulating, requires a long time to recover
Student seems to be having more difficulty than in the past
Student complains about pain or discomfort
Changes in schedule require more time for travel
Changes in location or building are making it more challenging to get around
Transition to new school will require consideration of mobility needs
Other:
3. Summary of student's abilities and concerns related to mobility:
http://webschoolsolutions.com/wati/wati-mobility.htm [3/15/2001 2:50:44 PM]
© 2000-2001 WATI
1. Current seating and positioning of student: (
Sits in regular chair w/ feet on floor
Sits in adapted chair
Sits in wheelchair part of day
Wheelchair NEEDS to be adapted to fit
Spends part of day out of chair due to prescribed
positions
Enjoys many positions throughout the day, based on
activity
Uses regular desk
Uses tray on wheelchair for desktop
2. Description of seating: (
Sits in regular chair w/ pelvic belt or foot rest
Needs adapted chair
Sits comfortably in wheelchair most of day
Wheelchair in process of being adapted to fit
Spends part of day out of chair due to discomfort
Has few opportunities for other positions
Uses adapted table
Uses desk with height adjusted
Seating provides trunk stability
Seating allows feet to be on floor or foot rest
Seating provides 90/90/90 position
There are questions or concerns about the student's seating.
Student dislikes most positions, often indicates discomfort.
Student has difficulty using table or desk
Student has difficulty achieving and maintaining head control, best position for head control is:
Can maintain head control for ______ minutes in this position.
3. Summary of student's abilities and concerns related to seating and positioning:
http://webschoolsolutions.com/wati/wati-seating.htm [3/15/2001 2:50:45 PM]
Vision
© 2000-2001 WATI
A vision specialist should be consulted to complete this section.
1. Date of last vision report: _______________
Report indicates (Address any field loss, vision condition, etc. ):
2. Visual abilities: (
Can read standard textbook print
Can read text if enlarged to (indicate size in inches):
Requires specialized lighting such as:
Requires materials tilted at a certain angle (indicate angle):
Currently uses the following screen enlargement device:
Currently uses the following screen enlargement software:
Can recognize letters enlarged topt. type on computer screen
Can recognize letters enlarged topt. type for minutes without eye fatigue.
Prefers:
Black letters on white
White on black
______ (color) on ______
Tilts head when reading
Uses only one eye:
Right eye
Left eye
Cannot read text, requires taped material, talking word processing or Braille materials.
3. Alternative output --Voice:
Uses _________________________ screen access software
Uses _________________________ sound card/speech synthesizer
Level of proficiency (
Check the one that most closely describes student.):
Requires frequent verbal cues
Needs only intermittent cues
Uses device/software independently
Trouble shoots problems related to device
4. Alternative output -- Braille: Currently uses: (
Brailler
Braille 'N Print
Braille 'N Speak
Level of proficiency (
Check all that apply.):
Mountbatten
Computer generated:
platform:
DOS
Windows
software:
Macintosh
Apple II
Check the one that most closely describes the student):
Requires frequent physical prompts
Requires frequent verbal cues
Needs only intermittent cues
Uses device to complete tasks independently
Trouble shoots problems related to device
5. Writing/handwritten materials related to vision: (
Can write using space correctly
Can write on line
Can write appropriate size
Can read own handwriting
Handwriting speed is slower than peers
Requires more time to copy from board than peers
Skips letters when copying
Can read someone else's writing
Can read hand printing
Can read cursive
Cannot copy from board, needs alternate way
to get information
Requires bold or raised line paper
Requires softer lead pencils
Requires colored pencils, pens, or paper
Requires felt tip pen:
thin point
thick
point
Is unable to use regular answer sheets
Needs to dictate assignments rather than
write
Self-produced notes need to be transcribes
into a different format
6. Summary of student's abilities and concerns related to vision:
Web resources:
http://webschoolsolutions.com/wati/wati-vision.htm [3/15/2001 2:50:51 PM]
●
Helpful Resources (American
Council of the Blind)
●
Braille Institute of America
●
American Foundation for the
Blind
Hearing
© 2000-2001 WATI
A hearing specialist should be consulted to complete this section.
1. Audiological information:
Date of last audiological exam: _______________
Hearing loss identified:
Right ear:
Left Ear:
Mild
Mild
Moderate
Moderate
Severe
Severe
Profound
Profound
Onset of hearing loss:
Etiology:
2. Auditory abilities:(
High pitch
Low pitch
Unaided Attends to sounds:
Voices
Background noises
Discriminates environmental vs. non environmental sounds
Turns toward sound
Aided
Attends to sounds:
High pitch
Low pitch
Can hear some speech sounds
Can understand synthesized speech
Voices
Background noises
Discriminates environmental vs. non environmental sounds
Turns toward sound
Can hear some speech sounds
Can understand synthesized speech
3. Student's eye contact and attention to communication: (
Poor
Inconsistent
Limited
Check best descriptor.)
Good
Excellent
4. Communication environments: Indicate the form of communication generally used by others with this
student in each of the following environments : (
School
Home
Community
Body language
Gestures
Speech
Cued speech
Picture cues
Written messages
Lip reading
Signs and speech together
Signed English
Pidgin Sign Language
American Sign Language (ASL)
Level of receptive proficiency in each environment:
Single words
Combinations of two or more words
Understands majority of communications
5. Student communicates with others using:(
6. Equipment currently used: (
Hearing aids
Vibrotactile Devices
Cochlear Implant
Body language
Written messages
Lip reading
Other:
American Sign Language
Gestures
Picture cues
Cued speech
Speech
Signs and speech together
Signed English
Pidgen Sign Language
Level of expressive proficiency:
Single words
Combinations of two or more words
Telecaption Decoder
TTY/TDD
Classroom Amplification System
Other:
7. Service currently used: (
Note taker
Educational interpreter using:
ASL
Transliterating
PSE
Oral
8. Present unmet needs for communication, writing, and/or educational materials:
Cannot hear teacher/other students
Cannot participate in class discussions
Displays rec. /exp. language delays
9. Current communication functioning: (
Cannot respond to fire alarm
Cannot benefit from educational films/programs
Cannot use telephone to communicate
Desires to communicate
Responds to communication requests
Requests clarification from communication partners
("Would you please repeat that?")
Initiates interaction
Appears frustrated with current communication
functioning
Repairs communication breakdown
(Keeps trying, changes message)
10. Current reading level: ____________
11. Is there a discrepancy between receptive and expressive abilities:
If yes, describe further:
12. Summary of hearing abilities and concerns:
http://webschoolsolutions.com/wati/wati-hearing.htm (1 of 2) [3/15/2001 2:50:55 PM]
Yes
No
Web resources:
http://webschoolsolutions.com/wati/wati-hearing.htm (2 of 2) [3/15/2001 2:50:55 PM]
●
ASL Dictionary Online
●
Sign Writing Site
●
Caption Center

PATTS/WATI - Assessment Forms - ATTO: Assistive Technology

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