Assessing Assistive Software Created by Matt Maurer, Ph.D. Butler University

Ways Software Can Be Adaptive or Assistive: Physical Issues  Accommodating for Blindness (talking, large print, high contrast, Braille translation)  Accommodating for Deafness (no necessary sounds or subtitles, pop-up text replacing sounds)  Something other than the mouse for moving and clicking  Speaking rather than keyboarding  Keyboard adaptations for limited movement

Intellectual Disabilities  Content levels (moving to lower grade levels is often insufficient)  Content for very low mental handicaps (e.g., cause/effect or daily living skills)  Speaking for reading disabilities  Highlighted words for reading disabilities  Pace of presentation (if pertinent)  Matching presentation to idiosyncrasies of a disability (e.g., ADHD)

A Process for Assessing Software 1.Know the expected outcome (IEP) 2.Understand all the child’s needs and constraints 3.Examine the exact functioning of the software in relation to expected outcomes 4.Examine the software for child’s constraints 5.Determine cost (Unfortunately) 6.Determine other children who could benefit 7.If possible, test before you buy