Contact: SERU
Telephone: (08) 8235 2871.
Successful use of assistive technologies involves careful planning, selection, training and monitoring.
The range of equipment includes:
Word processors such as Quickpads, Alpha Smarts *Laptop computers (available for long term loan only) *Desktop computers (available for long term loan only) Alternative keyboards such as Big Keys, IntelliKeys Alternative pointing devices, mice, trackballs, joysticks Switches **Close Circuit Televisions Guidelines for Provision
Frequently Asked Questions
Assistive Technologies Catalogue (online)
Assistive Technologies Catalogue (pdf version)
ICT Request Form – Long Term Loan
ICT Request Form – Short Term Loan
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Guidelines for Provision
Long Term Loans
The requirement for Assistive technologies should be documented in the Negotiated Education Plan.
A comprehensive assessment of the child's/student's strengths and needs must be undertaken to identify the most appropriate technologies.
Applications for assistive technology support must include:
ICT Request Form - Long Term Loan including identification of the training needs for staff An assessment report and recommendation by a health professional such as a physiotherapist, occupational therapist or speech therapist. A successful trial and evaluation The child/student’s Negotiated Education PlanReturn to top
Assessment for Assistive Technology
Assessments are usually undertaken by a health professional in consultation with education staff. The assessment team may include:
the child/student, the parent/carer the classroom, special education or district support teacher the school services officer and a health professional such as a physiotherapist, occupational therapist or speech therapist.The assessment should include the following considerations
Physical Sensory Cognitive Environmental Available technology RecommendationsThe classroom, special education teacher or district coordinator needs to identify the training requirements for staff and the child/student.
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Trial and Evaluation
The technology needs to be trialled and evaluated in the context in which it will be used. This can be achieved by direct observation of the student using the technology. Points to consider include:
The student’s interest in and ease of using the technology
The student’s ability to learn to use the technology
The student’s ability to use the technology independently
The social appropriateness, (the use of assistive technologies for some students in particular settings may have negative social ramifications for the student)
The degree to which the technology ‘taps’ into the student’s strengths
The effectiveness of the technology in compensating for specific difficulties as compared to alternative strategies (SchwabLearning 2006).
Implementation should be monitored and reviewed.
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Short Term Loans
Some assistive technology is available for 10 week short term loan for the purpose of trial and evaluation.
* Note: SERU does not routinely provide laptops and desktop computers for pre-school and primary aged students unless the computers are needed to mediate all curriculum access and participation, that is for students who have significant physical disabilities or severe vision impairment.
** Note: Close Circuit Televisions will be provided for trial by mainstream students only after an assessment which concludes that are no alternative portable low vision aids that are appropriate. The assessment can be undertaken by Low Vision Centre. Long term loan can be negotiated only after a successful trial.
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Considerations for Alternate Access Technologies
Assessment of a student's strengths and needs is not a single event that is over once the team has identified an appropriate access method. It is a process that needs to be updated and reassessed as the student, and his or her activities and environments, change. Clear documentation of assessment information is essential as it provides the team with baseline information for ongoing evaluation purposes.
In the sections of this guide that describe different categories of alternate access technologies, we use a feature matching model to demonstrate how teams can select technologies that are best suited for a specific student. This process can help to narrow down the range of possible access solutions, but systematic trials of the technology in the classroom setting is still useful.
Physical Considerations - Accurate observation of a student's physical abilities will help to identify movements that he or she can use to access technology. An individual's physical abilities will affect both the selection method and choice of control interface. The physical assessment should consider the following issues when trying to identify the most effective access method for a student.
Controlled voluntary movement - To use any access device, the team needs to identify a controlled voluntary movement that the student can repeat frequently and within a specific time. Discovering whether the student has the best control of hands, head, feet or other body part can be a challenging, but essential, process.
Fine motor control - The student may have limited or slow fine motor skills, making it difficult to accurately target and activate the access device. This will influence the size, shape and position of items on a display or selection set, as well as keyboards, mice, trackballs, and switches.
Range of motion - The student may have a limited range of motion, making it challenging to physically reach the target. This will influence the position and choice of input devices. For example, mini keyboards and alternate keyboard layouts can be selected and positioned to match a student's range of motion.
Strength - The student may have decreased strength in his or her arms, wrists or fingers, which makes it important to provide access devices that require very little pressure for activation. Conversely, some students may use significant force when striking the device due to poor motor planning or control. They need to use sturdy products that are firmly mounted in the correct position.
Fatigue - The student may be able to physically access a device, but become very fatigued doing so. Selection of the most efficient access method, ergonomic design and proper positioning may address this need.
Multiple movements - Most people use multiple methods to access technology, using the keyboard to type and some type of pointing device to move the cursor and select on-screen items. For students with complex physical needs, it can be challenging to identify the best combination of movements. For example, a student may need to use a head movement to operate one switch and a hand movement for a second switch in order to control scanning.
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Sensory Considerations
Visual Impairments - Visual impairments can affect a student's access to technology. If there is a visual impairment, keyboards or displays with large letters, different colours or greater contrast can be investigated. For students who have difficulty with visual complexity or processing, simple keyboards or displays should be considered.
Auditory feedback - The student may require auditory feedback to signal key selection or mouse clicks. Depending on his or her hearing ability, this feedback may need to be adjusted or changed to a visual signal.
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Cognitive Considerations
Complexity of display - Different displays and keyboard layouts place varying cognitive demands on the student. For example, displays with many items or keys may be too complex for some students and need to be simplified.
Language and literacy - Some students have limited language and literacy skills, which will affect the choice of items included in their selection sets. Graphic support for these students can be made available with keyboards that use customizable overlays, or displays and controls that include symbols.
Memory and sequencing - Some input methods, such as scanning or Morse code, require the student to plan, remember and follow a sequence of steps to make a selection.
Student predisposition - Students may have strong opinions about different devices or software and it is important to respect their perspective when selecting access technologies. Students who have a say in the decision-making process are often more enthusiastic about using the technology.
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Environmental Considerations
Stable and supported position - An occupational therapist or physiotherapist can design the best seating and positioning for a student using an alternate access method. The entire school team needs to follow these recommendations so the student has a functional position at all times.
Technological placement - Once the student is properly seated and positioned, the access device and computer need to be placed in the optimum location. The student should be able to touch, activate and see the device as easily as possible.
Lighting - Lighting considerations and glare minimising are important to ensure that the student can see the input device and display as clearly as possible.
Portability - For students who are mobile and using a laptop computer, portability of the alternative access device is an important consideration.
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Computer System and Software Compatibility Considerations
Operating system - Not all access devices work with both Macintosh and Windows operating systems, or with older operating systems. This is especially true if the device requires specific software or drivers to function. Teams also need to consider compatibility with the computers/operating systems used in the school district.
Software - Some alternative access devices require specialised software to function, or to be programmed. For example, to create both custom overlays for the IntelliKeys keyboard, you will use Overlay maker software (both products from IntelliTools).
From: SET British Columbia
Alternate Access Technologies:
A Guide for School-Based Teams
Frequently Asked Questions Who can use the SERU equipment? What comes installed on a SERU laptop/computer? Who is responsible for keeping the virus software up-to-date? What are a student's responsibilities when using the Internet? What should I do if equipment is damaged or broken? What happens when a student changes schools? What happens when a student leaves the school? Who can use the SERU Equipment? The equipment is for the exclusive use of the student named on the equipment loan agreement. The equipment should be used for educational purposes.
What comes installed on a SERU laptop/computer? A basic operating environment on computers/laptops consists of: Windows XP, Microsoft Office Suite and virus protection is provided on the laptop/computer
Who is responsible for keeping the virus software up-to-date? The school is responsible for keeping the virus software up-to-date. What are a student's responsibilities when using the Internet? The school's Code of Conduct for Internet Use needs to be discussed and signed with the student and parent/caregiver before using the Internet .
What should I do if the equipment is damaged or broken? The school will need to contact SERU The school will return the equipment to SERU Include written information that details what requires repair and supply any passwords required to log-in Back-up all important documents and files from the computer/laptop before sending it to SERU
The repaired equipment will be returned to the school
What happens when a student changes schools? SERU must be notified when a student transfers to another school Loan agreements will then be sent out to the new school School staff will need to contact the DECS courier to arrange transfer of the equipment to the new school If the student leaves school, the school must return the equipment to SERU What happens when a student leaves school? When a student leaves the DECS site, the equipment must be returned to SERU immediately.