Accessibility & Alternative Access

Student:

• How do the student's physical or motor abilities interfere with access to educational content or materials?
• How do the student's physical or motor abilities interfere with the student's ability to respond or demonstrate understanding?
• How do the student's physical or motor abilities interfere with access to the classroom or school environment?
• Is the student currently being accommodated with adult support (reading print material aloud, scribing, hand-over-hand assistance, etc.)?

Environment:

• Are there supports readily available that may improve access such as positioning aids, alternative writing tools, audio books, etc.?
• What technology tools are utilized by peers, and do these offer universal accessibility features?
• Who is available to assist with the teaching of new tools and technologies?

Task:

• What activities are motivating to the student?
• What activities have the team prioritized for increased access?

Tool:

• What tools or supports have been tried, and why did they succeed or fail?
• Does the student's current technology have accessibility features that might assist with the task at hand?
• What is the student's level of independence operating a specific tool?
• What types of training might be required for this student when determining a tool?
• What technology will the student be given when they transition to the next school?
• AAC systems offer a variety of alternate access methods. Click here to learn more about determining the most efficient way an individual can access an AAC system.
• Trial new tools from the AT Lending Library, based on identification of priority tasks and activities.

Many students are unable to physically access toys, games, technology or their environment with traditional methods. Alternative keyboards, mice, trackballs, joysticks or switch interfaces may be necessary for access and independence. AAC systems offer a variety of alternate access methods. Click here to learn more about determining the most efficient way an individual can access an AAC system.

Switches

A switch can be used to help interact with a battery-operated or electronic device such as a toy, communication device, computer/tablet or environmental control.

Switches can be activated by any part of a student's body hand, head, foot, eye blink, sip/puff, etc. Switches can be used as single-point access or combined for multiple-switch access.

Switches can be used for simple cause and effect, or complex communication and technology access.

Keyboards, Mice & Stylus

External hardware, such as ergonomic keyboards, compact keyboards, enlarged keyboards, alternative mouse pointing devices, touch screens, stylus, joysticks, and single or dual switches may improve access to computer or tablet devices.

Head Tracking & Eye Gaze

When using computer technology, head tracking and eye control systems measure head or eye positions and directly translate their movement into mouse movements. A quick nod of the head or blink of the eye and individuals with mobility challenges can navigate a computer completely hands-free. Head tracking and eye gaze can also be reliable methods allowing a user to access no tech and light tech communication systems.

The speed and ease of using eye gaze or head tracking by the student in comparison to many other alternative access methods should be considered in the decision making process.

Our robust AT Trial Lending Library is available at REMC8. Enter "atcomputer", "atipad", “atswitches”, or "atpositioning" into the search window of the online lending library catalog to see a full list of available resources.