what is involved in consideration for and assessment
of students needs for assistive technology accommodations in school settings.
what is involved in consideration for and assessment
of students needs for assistive technology accommodations in school settings.
STUDENT:
•What
is the
functional area(s) of concern?
•What
does the student need to be able to do that is difficult or impossible to do
independently at this time?
•SPECIAL
NEEDS (RELATED TO AREA OF CONCERN)
•CURRENT
ABILITIES (RELATED TO AREA OF CONCERN)
ENVIRONMENT:
•ARRANGEMENT
(INSTRUCTIONAL, PHYSICAL)
•SUPPORT
(AVAILIBLE TO BOTH THE STUDENT AND THE STAFF)
•MATERIALS
AND EQUIPMENT (COMMONLY USED BY OTHERS IN THE ENVIRONMENTS)
•ACCESS
ISSUES (TECHNOLOGICAL, PHYSICAL, INSTRUCTIONAL)
•ATTITUDES
AND EXPECTATIONS (STAFF, FAMILY, OTHERS)
TASKS:
•WHAT
SPECIFIC TASKS OCCUR IN THE STUDENTS NATURAL ENVIORONMENT THAT ENABLE PROGRES
TOWARD MASTERY OF IEP GOALS AND OBJECTIVES?
•WHAT
SPECIFIC TASKS ARE REQUIRED FOR ACTIVE INVOLVEMENT IN IDENTIFIED ENVIRONMENTS?
TOOLS:
•DEVICES
•SERVICES
•STRATEGIES
•*EVERYTHING
THAT IS NEEDED TO HELP THE STUDENT SUCCEED
Identify and implement primary considerations involved
in selecting and designing an AAC system.
•Assessment
of a students current communication patterns
•Assessment
of a students needs across daily routines
•Identification
of access barriers within the natural environment
•Determination
of future communication needs in these environments
•Selection
and design of an augmentative communication system
•Evaluation
of the efficiency and effectiveness of the augmentative communication system
(ongoing)
Three
decisions when determining the best AAC:
1.The
symbol system to be used to represent vocabulary
2.Specific
vocabulary or messages the student will express with the device
3.Method
by which the student will access the system
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