Case Study: The Case of Mat (Continued)

Module 7 - Assistive Technology in School Settings (P.7 of 9)

Case Study Results

Earlier in this module, a case study involving Matt was introduced. To determine appropriate AT options for Matt, the Adaptations Framework discussed Module 5 was used. Below is an example of the results of this assessment for the task of writing a paper.

Setting Specific Demands		Person Specific Characteristics		Adaptations
Task	Requisite Abilities	Functional Capabilities	Functional limitations	Simple to Complex
Writing a paper	Generate, identify, and organize ideas; physically write or type draft, read draft, edit draft, until final product is completed	Abilities to follow instructions and complete the task	Visual impairment, difficulties with written language, generating and organizing ideas, editing, and using vocabulary	Access to large print documents, use of conceptual mapping software, use of high contrast and screen magnification computer adaptations, use of word processor with speech synthesizer, and use of word prediction capabilities
^	^	^	^	^

The results of this AT assessment will help the instructor identify all of Matt’s needs, abilities, and limitations, as well as the necessary AT adaptations that will allow him to complete classroom tasks. Understanding Matt’s needs, abilities, and limitations will result in an ideal AT recommendation for Matt's situation while minimizing the chance for technology abandonment. This is considered an example of good person-technology match. It is important to remember that both in Matt's case and in general, AT should be considered on a continuum. Before matching high tech technology with an individual, low and mid tech technology should be considered. In Matt's case, access to large print materials may be just as effective as scanning standard size materials into the computer and using a screen magnifier to enlarge the print. This intervention would also be considerably less expensive and time consuming. Even if it does not turn out to be as effective, attempting to use it does not cost much in terms of time or money. On the other hand attempting screen magnification software first only to find out that large print documents work better will cost significant time and money that often isn't available.

It must be noted that teachers can also introduce the use of some of these technologies in a classroom setting as standard technology for use by any student and not necessarily as a dedicated AT adaptation. A good example is the use of concept mapping software (i.e. Inspiration) to enable students with the development of a concept into a topical papers. Although this technology may have the most dramatic effect on students with disabilities each student's writing can benefit from this type of technology, making it a universal design element.

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