<p>This document was developed by the Georgia Project for Assistive Technology. (Revised 04-24-02). Permission to photocopy is granted for non-commercial purposes if this credit is retained. Contact [email protected] for additional information. http://tinyurl.com/ksoob9o</p><p>I-nigma is the app we recommend for QR code scanning. Available from iTunes and Android. iTunes: https://itunes.apple.com/us/app/i-nigma-qr-code-data-matrix/id388923203?mt=8</p><p>Google Play for Android: https://play.google.com/store/apps/details?id=com.threegvision.products.inigma.Android&hl=en </p><p>2 ll information in this guide is provided to assist teams in considering assistive technology (AT) in the development, review, and/or revision of a student’s individual educational program (IEP). This document provides a starting point for teams to identify potential assistive technology Asolutions within specific areas of the curriculum. he assistive technology devices listed in this document are included to provide examples of different types of assistive devices which may be required in order for students with disabilities to access a free and appropriate public education. This document does not include all assistive technology devices within each category and inclusion of a particular device does not Tconstitute endorsement by the Arizona Department of Education. This guide is not prescriptive; the IEP team must identify potential tasks and solutions for each student individually, using a framework that considers the student, the environment and the tasks. </p><p>Additional devices may be added to the document by emailing your suggestions to [email protected]. Many of the items referenced in this guide area are available for checkout from the Arizona Department of Education/Exceptional Student Services’ AT Loan Library. FAQs about the loan program as well as copies of the forms needed to join and check out devices can be found at the back of this resource guide. For additional information about the AT loan program, please contact us at [email protected], or call 928- 523-6759 or toll-free at 877-523-6759.</p><p>The Arizona Department of Education/Exceptional Student Services wishes to thank the Georgia Project for Assistive Technology (GPAT) for its generosity in allowing us to revise and distribute their resource guide. For additional assistive technology resources from GPAT, visit their website at www.gpat.org </p><p>This document was developed by the Georgia Project for Assistive Technology. (Revised 04-24-02). Permission to photocopy is granted for non-commercial purposes if this credit is retained. Contact [email protected] for additional information. Assistive Technology Consideration Resource Guide</p><p>The following information is provided to assist educational teams in considering assistive technology in the development, review, and/or revision of a student’s Individual Educational Plan. This document provides a framework for identifying relevant tasks within instructional areas as well as appropriate accommodations, modifications, and technology solutions. Additional tasks and solutions will need to be added to address individual student needs.</p><p>Instructional or Access Area Standard Tools Modifications and Assistive Technology Solutions Accommodations of Task and Expectations Writing: 1* Crayon/Marker 9* Increased time for 18* Pencil grip or other adapted Sample Tasks: 2* Pencil completing assignments writing aids  Write name 3* Pen 10* Decreased 19* Adapted paper (bold line,  Copy letters/words/numbers for length of raised line, different spacing, secured 4* Letter and number strip skills practice assignment/number of to desk, paper stabilizers) 5* Clipboard responses  Write words from memory 20* Slant board 6* Typewriter 11* Oral dictation as Copy print from book or worksheet 21* Personal dry erase board  an alternative to writing 7* Computer with word  Non-slip writing surface (e.g. dyceum)  Copy notes from board or overhead processing software with 12* Peer notetaker  Tape recorder for dictated responses and  Complete written worksheets with grammar and spell 13* Format of notetaking single word responses (fill-in-the checker assignment changed to blank) 8* Instructional software to meet need of student - 22* Portable word processor  Complete written worksheets with remediate and enhance multiple choice, matching (e.g. PC-5, AlphaSmart, etc.) phrase or sentence response specific writing skills word banks, fill-in-the- 23* Notetaking device (e.g.  Complete written test with multiple blank, short answer Braille, adapted tape recorder, choice response (circle/mark 14* Word banks, smartboard) answer) sentence starters, and 24* Computer with word cloze format writing  Complete written test and forms processing software with spell and activities for supports with fill-in-the-blank response grammar checks (e.g. Microsoft 15* Provide typed Word)  Complete written test with outline or typed copy of 25* Computer with word matching response lecture notes to student processing software and  Complete written test with prior to delivery for outlining/webbing software (e.g. phrase/sentence (short answer) student to use to follow Inspiration or Kidspiration,  Complete written test with essay lecture DraftBuilder) response (multi-paragraph) 16* Student 26* Computer with graphic- highlights key points on based word processor (e.g. Writing printed copy of notes with Symbols) rather than 27* Computer with talking word copying/recording lecture processing software (e.g. Write notes OutLoud, IntelliTalk) Webbing- 17* 28* Computer with word concept mapping strategy prediction software (e.g. Co:Writer) used 29* Computer with graphic based word processor (e.g. Writing with Symbols) 30* Scanner and computer with form filling software to create </p><p>4 electronic worksheets *Adaptive input hardware and/or software (e.g. keyguard, keyboard utilities, enlarged keyboard, touchscreen, on-screen keyboard, trackball, switch access, voice dictation software, Braille input) and adaptive output solutions (screen enlargement, text or screen reading software) to be used as needed for all computer based writing solutions</p><p>This document was developed by the Georgia Project for Assistive Technology. (Revised 04-24-02). Permission to photocopy is granted for non-commercial purposes if this credit is retained. Contact [email protected] for additional information. Instructional or Access Area Standard Tools Modifications and Assistive Technology Solutions Accommodations of Task and Expectations Writing Sample Tasks(Continued) 31* See previous 32* See previous 33* See previous page  Record notes from teacher page page dictation/lecture with teacher recording notes on board/overhead  Record notes from teacher dictation/lecture without teacher notes  Generate creative/spontaneous writing samples  Copy numbers  Enter number in correct location within calculation problems  Copy math calculation problems with correct alignment  Record dictated math calculation problems with correct alignment  Copy diagrams and graphs create and plot linear and quadratic equations on graph Spelling: 34* Flashcards 39* Peer/adult 44* Personal dry erase board for Sample Tasks: 35* Alphabet strip assistance for difficult to practice  Identify correctly spelled word spell words 36* Print dictionary 45* Tape recorder with difficult from printed list 40* Personal or to spell words recorded Computer with  Write spelling words from dictation 37* custom dictionary word processing software 46* Hand-held spellchecker  Spell words orally with built-in spell checker 41* Problem word without auditory output (e.g list Merriam-Webster Dictionary and Take a written spelling test  38* Instructional Thesaurus) software to remediate and 42* Reduce number  Use spelling words appropriately in of spelling words 47* Hand-held spellchecker with a sentence enhance basic phonics and spelling skills 43* Increased time auditory output (e.g. Speaking  Locate correctly spelled words in a for completing Merriam-Webster Dictionary and dictionary assignments Thesaurus)  Complete writing tasks with correct  Portable word processor with built-in spelling spellchecker (e.g. AlphaSmart)  Identify/correct incorrectly spelled 48* Computer with word words in writing sample processing program with spell check feature (e.g. Microsoft Word) 49* Computer with talking word processing software containing speaking spell check (e.g. Write OutLoud) 50* Computer with word prediction software, (e.g. Co:Writer)) 6 Instructional or Access Area Standard Tools Modifications and Assistive Technology Solutions Accommodations of Task and Expectations Reading: 51* Textbooks 56* Peer/adult 62* Page fluffers Sample Tasks: 52* Worksheets reading assistance 63* Slant board and book  Identify letters in isolation and in Printed information on 57* High interest, holders for positioning books sequence 53* board/overhead low reading level 64* Color Overlays  Recognize/read name materials 54* Printed test materials 65* Tracking strategies (e.g.  Read basic/primer sight words 58* Increased time reading window, bar magnifier) 55* Instructional for completing reading Read functional words (community,  software to remediate materials 66* Speaking spellchecker or emergency, grocery, etc.) basic reading and/or dictionary as a word recognition reading comprehension 59* Decreased aid(e.g. Speaking Merriam-Webster  Read target/selected words within length of assignment a sentence skills Dictionary and Thesaurus) 60* Simplify 67* Reading Pen (e.g.  Comprehend age/grade complexity of text appropriate reading materials Quicktionary Reading pen) 61* Color coding to 68* Audio-taped books  Read print materials from emphasize key points textbooks and supplemental (e.g.books-on-tape from Recordings (highlighting) for the Blind and Dyslexic) materials with comprehension  Custom vocabulary list 69* Electronic books (e.g. disk or  Read material from worksheet with Increase print size of materials CD-ROM) comprehension through photocopying 70* Computer-based talking  Read material from word processing program (e.g. Write board/overhead with OutLoud) comprehension 71* Computer with graphic Read material from computer  word processor (e.g. Writing with display with comprehension Symbols)  Read longer reading samples with 72* Computer with text comprehension and without fatigue enlargement software (e.g.  Answer literal questions regarding ZoomText) materials read 73* Computer with text reading  Answer questions regarding main software (e.g. ReadPlease, Talk-to-Me, idea of materials read JAWS, Kurzweil 1000)  Answer inferential questions 74* Computer-based advanced regarding materials read reading aids (e.g. Kurzweil 3000, WYNN) 75* Solutions for converting text into alternative format (e.g. scanner with OCR software, Braille translation software, Braille printer/embosser, refreshable Braille displays, and tactile graphic production systems, etc.)</p><p>This document was developed by the Georgia Project for Assistive Technology. (Revised 04-24-02). Permission to photocopy is granted for non-commercial purposes if this credit is retained. Contact [email protected] for additional information. 8 Instructional or Access Area Standard Tools Modifications and Assistive Technology Solutions Accommodations of Task and Expectations Math: 76* Manipulatives 80* Change format 88* Modified paper (bold line, Sample Tasks: (beads, etc.) of assignment (e.g.: write enlarged, raised line, graph paper,  Identify numbers in isolation and 77* Abacus answers only) etc.) sequence 78* Number line 81* Peer/adult 89* Talking calculator with  Comprehend basic math concepts reading of problem and speech output 79* Math fact sheet recording of answer  Complete basic calculations (e.g. multiplication facts) 90* Calculator with large print (addition, subtraction, 82* Reduce number display  Calculator multiplication, and division) of problems 91* Calculator with large keypad  Instructional software to  Complete complex math 83* Provide 92* Calculator with embossed remediate and enhance calculations additional spacing output (e.g. Braille N Speak) specific math skills between problems  Complete math word problems 93* Computer based on-screen 84* Provide calculator  Tell time to the hour, half-hour, etc. additional time to using an analog and/or digital clock complete tasks 94* Electronic math worksheet  Calculate passage of time software with adaptive input and 85* Increase size of output as needed (e.g. MathPad,  Identify coins and bills print through Access to Math, and Study Works) photocopying  Demonstrates understanding of 95* Adapted measuring devices coin and bill value 86* Change (e.g. devices with speech output, large complexity of material Utilize money to purchase items print display, or tactile output)  (e.g. separate problems by  Utilize coins and bills to make operations required) appropriate change 87* Teacher/peer  Maintain and balance a checkbook support for reading and assistance Study Organizational Skills: 96* Instructional 97* Assignment 102* Print or picture schedule Sample Tasks: materials, including sheet provided by peer 103* Organizational aids (e.g.  Copy assignments from board software to remediate and/or adult Color coding, appointment book, etc.)  Record assignments from teacher deficit areas, to teach 98* Outlines of key points compensation strategies, 104* Tape recorder dictation and focus on strengths  Student schedule or checklist 105* Electronic  Complete assigned task within 99*Positioning student organizer/personal digital assistant designated timelines strategically within classroom (e.g. Step Pad, PalmPilot)  Request teacher/peer assistance environment 106* Computer based electronic when needed 100* Timers organizer with adapted input and  Has appropriate materials/supplies 101* Student self output provided as needed for class activities monitoring sheets 107* Speech prompting device</p><p>This document was developed by the Georgia Project for Assistive Technology. (Revised 04-24-02). Permission to photocopy is granted for non-commercial purposes if this credit is retained. Contact [email protected] for additional information. Instructional or Access Area Standard Tools Modifications and Assistive Technology Solutions Accommodations of Task and Expectations Listening : 108* Television  Preferential seating 114* Personal amplification Sample Tasks: 109* Video player  Use teacher proximity system  Follow verbal directions Classroom sound field system 110* Cassette  Elimination of extraneous  Listen to stories, books, etc. and  recorder/player noise (air conditioner)  Auditory trainer answer comprehension questions 111* Headphones for  Break directions into smaller  Personal hearing aids  Listen to classroom discussion and clarity of sound and steps/segments Tape recorder with indexing capability apply information (answer blocking of extraneous  questions, record notes, etc) noises for cassette/  Use verbal prompts  Smart Board for transferring teacher  Listen to teacher lecture and and television  Use gestures written notes to student computer for apply information (answer 112* Overhead  Pre-teach vocabulary and/or viewing and printing and viewing questions, record notes, etc) projector to provide components of the lesson  Environmental alert system  Listen to verbally presented visual outline during  Audio-tape verbally presented  Voice to text software application for notetaking information and retell with correct information for repeated converting teacher lecture to text sequencing and facts 113* Closed presentation  Closed captioning on non-caption ready captioning access to  Listen to videos to gather  Use visual aids (picture instructional materials information about current caption ready televsion symbols, diagrams, maps) to  Real time captioning of class lecture and instructional topics and video presentations illustrate key points discussion  Respond to environmental stimuli  Provide a written outline of appropriately (someone knocking lecture on classroom door, bell ringing, fire Use a peer note-taker to alarm)  record notes in class  Provide print copy of script in videotapes  Provide sign language/oral interpreter Oral Communication: 115* Organizing 116* Interpreter 123* Speech enhancing devices Sample Tasks: diagram for presentations 117* Verbal prompts (e.g. amplifiers, clarifiers)  Gain attention of peers/adults Modeling appropriate 124* Augmentative within environment 118* skills communication solutions (e.g. object  Express basic wants/needs based communication displays, 119* Repetiton of spoken picture communication boards,  Request assistance as needed answers books, and wallets, talking switches,  Provide appropriate greetings 120* Additional response time dedicated augmentative  Participate in conversation with 121* Provide questions before communication devices, and peers/teachers time integrated computer based augmentative communication  Respond appropriately to 122* Accepting shortened solutions-all with adaptive input as teacher/peer questions and/or responses needed) comments 125* Sign language  Provide oral report in class on assigned topic  Inform others of events, topics, etc</p><p>10  Terminate conversation</p><p>This document was developed by the Georgia Project for Assistive Technology. (Revised 04-24-02). Permission to photocopy is granted for non-commercial purposes if this credit is retained. Contact [email protected] for additional information. Instructional or Access Area Standard Tools Modifications and Assistive Technology Solutions Accommodations of Task and Expectations Aids to Daily Living:  Eating utensils (ex. spoon, cup,  Verbal prompts 126* Adapted eating aids (e.g. Sample Tasks: etc.)  Modeling appropriate skills grips for standard eating utensils,  Feed self using appropriate utensils  Personal hygiene tools (ex: adapted cups/glasses, etc.) Feeding  Picture cures and prompts machines  Drink using appropriate utensils toothbrush, comb, brush, etc.)  Additional time to complete 127* Adapted dressing aids (e.g.  Prepare simple snack  Toileting supplies (ex: tissue) tasks button holers, pulls for zippers,  Prepare basic meal  Bathroom rails and adaptive  Modification of task length and Velcro fasteners, etc.)  Dress and/or undress self using faucet handles complexity 128* Adapted cooking and food appropriate tools  Cleaning materials and preparation aids (e.g. blender  Complete personal hygiene and appliances attached to power control unit, grooming tasks (brushing teeth, adapted pouring handles, etc.) hair, etc.) 129* See other sections of this  Toilet self document for leisure, vocational, mobility, and learning aids.)  Perform simple household chores 130* Adapted household cleaning tools and appliances Recreation and Leisure: 131* Puzzles 135* Verbal prompts 140* Knobs for puzzles Sample Tasks: 132* Games 136* Adult peer assistance 141* Adapted crayon holders  Participate in play activities 133* Toys 137* Modeling appropriate 142* Adapted books  Participate in leisure activities (ex: 134* Music (e.g. tape skills 143* Adapted music with symbols look at/read book or magazine, player, CD-ROM, etc.) 138* Cooperative participation listen to music, etc.) appropriately 144* Raised line coloring sheets with  Manipulate and/or operate toys, 145* Spinners for games 139* Game modification tools, and/or electronic appliances 146* Switch accessible toys required for participation in leisure (commercially available or switch activities appropriately accessible through switch interface) 147* Environmental control devices 148* Power control units and battery adapter devices 149* Adaptive sports equipment 150* Computers with adaptive input devices as needed and appropriate software to address leisure skills Pre-vocational and Vocational: 151* Sorting and 155* Verbal prompts 160* Individualized task and Sample Tasks: assembling materials 156* Picture and word cues material modifications to meet  Complete assigned tasks (ex: filing, student needs 152* Office Modeling appropriate sorting, assembly, etc.) within 157* equipment skills 161* Computer with adaptive designated timelines input devices as needed and 153* Computer with 158* Cooperative participation  Utilize tools, manipulatives, and/or appropriate software to address pre- standard office with peers and adults equipment to complete tasks applications vocational or vocational needs  Student self-monitoring sheets 162* Vibrating and talking 12  Complete single and multiple step 154* Timers and 159* Modification of watches and timers tasks watches task length and complexity 163* Auditory prompting with and without visual display</p><p>This document was developed by the Georgia Project for Assistive Technology. (Revised 04-24-02). Permission to photocopy is granted for non-commercial purposes if this credit is retained. Contact [email protected] for additional information. Instructional or Access Area Standard Tools Modifications and Assistive Technology Solutions Accommodations of Task and Expectations Seating, Positioning, and Mobility: 164* Classroom  Limit mobility requirements 165* Adaptive classroom Sample Tasks: chairs, desks and tables through careful scheduling of equipment (e.g. prone and supine  Move about/ambulate about the daily activities (order, location, standers, side lyers, adapted chairs classroom, school, and/or etc.) with seating modifications and community  Peer and adult assistance support, etc.) 166* Adapted tables and desks  Manipulate educational materials  Modification of requirements as required in assigned activities based upon student's daily 167* Walkers  Maintain appropriate seating/ energy level and the task to be 168* Crutches/canes position for participation in completed 169* Manual wheelchairs relevant activities 170* Power wheelchairs 171* Laptrays and equipment mounts</p><p>14</p>