Class 6 Highlights of My AT Assessment PowerPoint

What is an AT Assessment?
“An AT assessment is a set of activities used to determine a person’s specific needs and how AT will meet those needs to maintain, improve or increase functional capabilities”.
(South Carolina Assistive Technology Program Fact Sheet

Who performs the AT assessment?
AT assessments are performed by a team
The team consists of: the person who has a need for AT, family members, and professionals (physical and occupational therapists, speech-language pathologists, rehab engineers, AT specialists, social works, support staff, physicians

Four Models
1.Chambers Consideration Model
2.Education Tech Points
3.SETT Framework
4.Unifying Functional Model

Chambers Consideration Model
Looks at the student from a deficit viewpoint
What can the student not do?
Utilizes a flowchart of the consideration process featuring key questions and decisions that must be made when considering AT
Use of the model over time provides an accountability paper trail

Education Tech Points
„HBased on the rehabilitation services process
„HContains a series of questions called ¡§points¡¨
„HEach ¡§Education Tech Point¡¨ represents a critical juncture in the referral, evaluation, and program development processes
„HThis model is compatible with the traditional special education referral and evaluation process
http://www.temple.edu/martec/accessibility/cd/data/assistivetech/brochure_edy_burn.pdf

SETT Framework
Designed to aid the process of gathering, organizing, and analyzing data to inform decision-making regarding AT and educational programming
Considers:
S Student’s abilities and needs
E Environment in which student navigates
T Tasks required for student’s participation
T Tools needed for completing tasks

The SETT Framework
The Student
1. What does the Student need to do?
2. What are the Student's special needs?
3. What are the Student's current abilities?
Environment
1. What materials and equipment are currently available in the environment'?
2. What is the physical arrangement? Are there special concerns?
3. What is the instructional arrangement? Are there likely to be changes?
4. What supports are available to the student?
5. What resources are available to the people supporting the student?
The Tasks
1. What activities take place in the environment?
2. What activities support the student's curriculum?
3. What are the critical elements of the activities?
4. How might the activities be modified to accommodate the student's special needs?
5. How might technology support the student's active participation in those activities?
The Tools
1. What strategies might be used to invite increased student performance? What no-tech,
low-tech, and high-tech options should be considered when developing a system for a
student with these needs and abilities doing these tasks in these environments?
2. How might these tools be tried out with the student in the customary environments in
which they will be used?
http://www.temple.edu/martec/accessibility/cd/data/assistivetech/brochure_edy_burn.pdf

Unifying Functional Model(aka Human Functional Model)
Emphasis is on interrelationship among several dynamic elements
Team discussions are guided by the interrelationship of the elements
The outcome is a functional response which may include: resource allocation, IPP, program implementation, support services