This document outlines the assistive technology assessment and selection process. It discusses developing a team to gather information about the student, their abilities, environment and tasks. The team then generates and selects solutions, creates an implementation plan and follows up. Key factors considered include matching the technology to the student, their literacy and other skills as well as the environment, available support and the usability of tools. A structured process using tools like the FEAT assessment is recommended to identify the right assistive technologies.

1. Assistive Technology
Assessment and Selection

2. Assessment Process
Develop a Team
Parents
Students
Special Education Teacher
General Education Teacher
SLP
OT
PT
Administrator

3. Assessment Process
1. Team Members Gather Information
2. Schedule Meeting
3. Decision Making
4. Prioritize the List of Tasks for Solution Generation
5. Solution Generation
6. Solution Selection
7. Implementation Plan
8. Implement Planned Trials
9. Follow up

4. SETT
 Student
 Environment
 Tasks
 Tools

5. Student Abilities
 Cognitive ability
 Gross motor skills
 Fine motor skills
 Writing ability
 Keyboard ability
 Current computer use
 Written composition skills
 Communication
 Reading
 Math
 Learning and studying
 Recreation and Leisure
 Seating and positioning
 Mobility
 Vision/hearing

6. Other Student Considerations
 Matching the device to the user
 Cultural factors
 Age
 Transition among settings and devices
 Literacy potential
 Gender

7. Gathering Student Specific
Data
 Interview the student
 Review products created by the
student
 Observe the student’s performance
completing tasks
 Video tape the student while doing
tasks

8. Gathering Information about
the Environment and Tasks
 What equipment and materials are available?
 How is instruction or direction delivered?
 What modifications are typically made?
 What is the student’s position and location?
 Who are the primary people interacting with the
student?
 Where are the things the student needs to see?
 What is the lighting and sound like?
 How are transitions done?

9. Other Considerations in
Environment
 Factors Related to the People who
Surround the AT user
 Communication of information
 Availability of support and training
 Funding
 Cultural factors
 Perspective of administrators

10. Factors Related Tools
 User friendliness
 Have appearances that match with the age, gender, and
personal preferences of the user
 Natural function
 Gender appropriate
 Do not look like they are for the handicapped
 Easy to use
 Provide useful feedback
 Mechanical and electrical safety
 Weight and size
 Power supply
 Durability and repairability

11. Baker’s Ergonomic Equation
 Motivation
 Physical effort required
 Cognitive effort required
 Linguistic effort required
 Time required

12. Tools for Assessment
 Adaptations Framework p. 36 Assistive
Technology for People with Disabilities
 FEAT Functional Evaluation for Assistive
Technology p. 61 Assistive Technology for
People with Disabilities
 www.wati.org
 R
esource Guide for Teachers and Administrators about
 Assessing Students' Needs for Assistive Technology (