Assessing for Adaptive Technology Needs Disability Training Network July 2007

DTN 2007 Plan for Today’s Session Introductions & Overview Presenter: Tracey Forman, Texas A&M University About Adaptive Technology Assessing a Student’s Adaptive Technology Needs Review of some real life examples of AT applications My name is Tracey Forman and I am the Program Coordinator for Adaptive Technology Services in the Department of Disability Services at Texas A&M University in College Station. I serve as an accommodations counselor, but I am also the primary person who assists students who may need access to technology as part of their academic accommodations.

Assistive Technology vs. Adaptive Technology Any item, piece of equipment, or system, whether acquired commercially, modified, or customized, that is commonly used to increase, maintain, or improve functional capabilities of individuals with disabilities. The application of science to accommodate people with disabilities. This is a legally defined term that refers to the broader accommodation of people with disabilities. Adaptive Technology - refers specifically to electronic and information technology access.

Common Types of Adaptive Technology Used AT for General Disability Classes (see handout) Low Vision/Blindness Hearing Impairments/Deafness Mobility Impairments Learning Disabilities Different Levels of Technology No Tech Low Tech High Tech No Tech: mouth stick, for pushing keyboard keys, large print Low Tech: Adaptive mouse (rollerball/trackball), scanned to PDF to view large print High Tech: Head mouse, speech recognition, electronie text with JAWS/refreshable braille display

When to consider AT and/or refer for AT assessment What does the documentation say (i.e. type of diagnosis, evaluator recommendation)? Is there something that may be appropriate for the student’s needs & skills? (referral by accommodation counselor, instructor, evaluator) Has the student used something similar before? Did the student request an accommodation that requires AT, orientation or training? Most of the AT assessments we do at TAMU are for students: who have new/recent diagnoses (mostly LD) who have a disability that is becoming more severe who need an orientation to the resources and procedures at TAMU

Purpose of an AT Assessment To determine if there is a need for an AT-related accommodation To determine what skills and resources the student has available To determine what works best (demonstrate and evaluate) To train the student on how to use the AT To review procedures for requesting items, borrowing equipment, resources for obtaining personal items or items for home use To determine if, and where, the AT may need to be available to the student such as campus computer labs, classrooms, during exams. (personal use vs. access to campus resources) To determine if there is a need for an AT related accommodation Does the documentation and/or observations support the need To determine what skills and resources the student has available to be able to use the different types of AT What, if anything, has the student used before? Do they have the knowledge/ability to use the AT Do that have access to the equipment, support and/or financial resources to utilize the AT To determine what works best (demonstrate and evaluate) To train the student on how to use the AT To review procedures for requesting items, borrowing equipment, resources for obtaining personal item of items for home use Home copies of software, glasses and monocular, personal audio recorder, referral to DARS To determine where the AT needs to be available (campus computer labs, classrooms) or is the AT personal use

Guiding Principles Simpler is usually better Technology should not just be used for convenience (or ‘perceived’ convenience). What is disability the student trying to accommodate? The documented disability and functional limitations should support the NEED for the adaptive technology. The student must have the skills or ability to learn the skills/access the resources. Will the AT give the student more autonomy and/or independence? Don’t be afraid to collaborate and consult with the student, instructor and other staff, to get ideas and brainstorm. LD/ADHD students asking for speech recognition for writing papers - If they have difficulties with spelling and punctuation, this is not always a good idea or appropriate - Time/ patience to train software and learn how to dictate. Using Speech recognition for transcribing recorded speech If they want to try it on their own for convenience…fine. However it is not our responsibility to provide of support AT that is not an accommodation. (Use of audio book for ESL students, speech recognition for medical students)

Common Types of AT Assessments Learning Disabled Audio books (most common) RFBD DAISY format CDs Electronic text with text-to-speech Assistance with writing/thought organization Low Vision Equipment, software, alternative formats Mobility Use of alternative input devices Speech recognition Hearing impaired Most legally blind students have an AT evaluation done through DARS. They usually come to college with equipment, software and knowledge about what they need and how to use it. Most of these students just need an orientation to campus resources and to discuss plan for certain specific situation.

Example AT Assessment Outlines Audio Books Assessment (see handout) Assessment and training session (~60 min) Sometimes have to set-up a second session, if the topic is new to student or the student’s skills are not very advanced Recommend that we do a follow-up appointment with new users about a month later to check on status/progress Low Vision Assessment (see handout)

AT Assessment Situations Severe cerebral palsy and limited speech ability Oral presentation for class Used text-to-speech to read aloud her speech while showing overheads Severe low vision student Difficulties with learning diagrams Tried large print first, then tactile graphics (Swellform). Needed assistance from instructor to get images

AT Assessment Situations Severe physical disability Difficulty using campus computer lab (unable to use standard mouse and keyboard). Asked student what he uses at home Purchased special rollerball mouse and then used Windows on-screen keyboard Unable to find solution for log-on keystroke due to campus-wide lab configuration Carpel tunnel, arthritis, older student Difficulty typing, heard about speech recognition software, but couldn’t get to work for him at home Spent lot of time on assessing skills, overview of how software worked Set up multiple sessions for demonstration and training. Had student bring in laptop to check settings, test and practice.

AT Assessment Situations Hearing impaired student Wanted to listen to lecture, record lecture and take notes on laptop Student came with idea/question “could be done?” Used FM system with audio splitter on tablet PC This allow one input audio to FM System receiver and another audio input to laptop audio input port, so that the student could record lecture and listen while also writing notes on tablet PC Audio Books Slow reading, difficulty tracking, unable to stay focused Low vision, visual perception Assess severity of problem, skills, resources, availability Start with RFBD when user is new When not available, discuss e-text & text-to-speech