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Assistive Technology Resource Guide
Virginia Assistive Technology
Resource Guide
The following information is provided to assist educational teams in considering assistive
technology in the development, review, and/or revision of a student’s Individualized Education
Program. This document provides a framework for identifying relevant tasks within instructional
areas as well as appropriate accommodations, modifications, and technology solutions.
This is not an exhaustive list.
Additional tasks and solutions will need to be added to address individual student needs.
This information can also be used to identify possible solutions in the area of transition.
Modifications and accommodations are for instructional areas and are not to be considered
accommodations for SOL testing.
For Additional information: http://ttaconline.org/atsdp
Virginia Department of Education (2008). Adopted with minor adaptations from Georgia Project for Assistive Technology (Revised 2016).
Assistive Technology Resource Guide
Instructional or Access Area
Writing:
Sample Tasks:
• Write name
• Copy letters/words/numbers for
skills practice
• Write words from memory
• Copy print from book or worksheet
• Copy notes from board or
overhead
• Complete written worksheets with
single word responses (fill-in-the
blank)
• Complete written worksheets with
phrase or sentence response
• Complete written test with multiple
choice response
• Complete written test and forms
with fill-in-the-blank response
• Complete written test with
matching response
• Complete written test with short
answer (phrase/sentence)
• Complete written test with essay
response (multi -paragraph)
• Record notes from teacher
dictation/lecture with teacher
recording notes on board or
overhead
• Record notes from teacher
dictation/lecture without
teacher notes
• Generate creative/spontaneous
writing samples
• Copy numbers
• Enter number in correct location
within calculation problems
• Copy math calculation problems
with correct alignment
• Record dictated math calculation
problems with correct alignment
• Copy diagrams and graphs create
and plot linear and quadratic
equations on graph
Standard Tools Modifications and
Accommodations of
Task and Expectations
Assistive Technology Solutions
• Crayon/Marker
• Pencil
• Pen
• Letter and number strip
• Clipboard
•
Computer, tablet, or iPad
with
word
processing
application plus
grammar
and
spellchecker
•
Instructional
applications to
remediate
and
enhance
specific writing skills
• Increased time for completing
assignments
•
Decreased length of
assignment/number of
responses
•
Oral dictation as an
alternative to writing
• Peer note taker
• Format of assignment
changed to meet need of
student - multiple choice,
matching word banks, fill-in-
the-blank, short answer
• Word banks, sentence start-
ers, and cloze format writing
activities for supports
• Provide t yped outline or typed
copy of lecture notes to
student prior to delivery for
student to use to follow
lecture
• Pencil grip or other adapted writing aids
• Adapted paper (bold line, raised line, different
spacing, secured to desk, paper stabilizers)
• Slant board
• Personal dry erase board
• Non-slip writing surface (Dycem)
•
Recording
device
for
dictated
responses
and
notetaking
• Portable word processor (Fusion, Neo)
•
Notetaking
device
(Braille,
recording
device,
Smartboard, Notetaker)
•
Computer, tablet, iPad, or mobile device with
writing
application
• Digital d evice for mind mapping, outlining, and
templates.
• Digital device with speech-to-text-and text-to-speech
• Digital device with prediction software
• Digital d evice with form filling application to create
electronic worksheets
• Student highlights key points
on printed copy of notes
rather than copying/recording
lecture notes
• Webbing-concept mapping
strategy
NOTE:
Adaptive input or output to be used as needed for all computer based writing solutions.
Adaptive input is for anyone who cannot successfully use a standard keyboard (keyguard, keyboard
utilities, enlarged keyboard, alternate keyboard, touchscreen, on-screen keyboard, trackball, switch access, voice
recognition software, Braille input).
Adaptive output is for anyone who cannot gain meaning from the display on a standard monitor (large monitor,
screen enlargement software, text or screen reading software, Braille).
Virginia Department of Education (2008). Adopted with minor adaptations from Georgia Project for Assistive Technology (Revised 2016).
Assistive Technology Resource Guide
Instructional or Access Area Standard Tools Modifications and
Accommodations of
Task and Expectations
Assistive Technology Solutions
Reading:
Sample Tasks:
• Identify letters in isolation and in
sequence
• Recognize written name
• Read basic/primer sight words
• Read functional words
(community, emergency, grocery)
• Read target/selected words within
a sentence
• Comprehend age/grade reading
materials
• Read print materials from text-
books and supplemental
materials with comprehension
• Read material from worksheet
with comprehension
• Read material from board and
overhead with comprehension
• Read
material from
digital
display
with
comprehension
• Textbooks
• Worksheets
•
Printed information on
board & overhead
• Printed test materials
•
Instructional
applica-
tions to remediate basic
reading and/or reading
comprehension skills
• Reading assistance
• High interest, low reading
level materials
• Increased time for completing
reading materials
• Decreased length of
assignment
•
Simplify
complexity
of
text
•
Color
coding
and
highlight-
ing to emphasize key points
• Custom vocabulary list
• Increase print size of
materials
• Page fluffers
• Slant boards and book holders for positioning books
• Color overlays
• Tracking strategies (reading window, bar
magnifier)
• Speaking spellchecker or dictionary as a word
recognition aid (Franklin Talking Dictionary)
• Reading Pen (Personal Reading Assistant,
Quicktionary II)
• Digital b ooks and materials (Recordings for the
Blind and Dyslexic, Bookshare, AIMVA, Learning
Ally, teacher-made)
• Digital d evice with text enlargement software
(ZoomText)
• Solutions for converting text into accessible format
(scanner with OCR software, Braille embosser,
refreshable Braille displays, and tactile graph-
ic production systems)
• Digital devices (Chromebook, tablet, iPad, mobile)
with text-to-speech applications
• Read longer reading samples
with comprehension and with-
out
fatigue
• Answer literal questions regarding
materials
• Answer questions regarding main
idea of materials read
• Answer inferential questions
regarding materials
Virginia Department of Education (2008). Adopted with minor adaptations from Georgia Project for Assistive Technology (Revised 2016).
Assistive Technology Resource Guide
Spelling:
Sample Tasks:
• Identify correctly spelled word
from printed list
• Write spelling words from dictation
• Spell words orally
• Take a written spelling test
• Use spelling words appropriately
in a sentence
• Locate correctly spelled words in
an online dictionary
•
Complete
writing
tasks
with
correct spelling
•
Identify
incorrectly
spelled
words
in
writing
sample
• Flashcards
• Alphabet strip
• Digital device with word
processing application and a
built-in spellchecker
• Instructional software to
remediate and enhance basic
phonics and spelling skills
• Peer/adult assistance for
difficult to spell words
• Personal or custom dictionary
•
Problem word
list
•
Reduce
number
of
spelling
words
•
Increased
time
for completing
assignments
• Personal dry erase board for practice
• Digital recorder with difficult to spell words recorded
• Hand-held spellchecker with or without auditory
output (Franklin)
• Portable word processor with built-in spellchecker
(Neo, Forte)
• Digital d evice with word processing application,
spellcheck feature, and preferences with personal
dictionary
• Digital d evice with text-to-speech and a speaking
spellchecker
• Digital d evice with word prediction application
Virginia Department of Education (2008). Adopted with minor adaptations from Georgia Project for Assistive Technology (Revised 2016).
Assistive Technology Resource Guide
Instructional or Access Area Standard Tools Modifications and
Accommodations of
Task and Expectations
Assistive Technology Solutions
Math:
Sample Tasks:
• Identify numbers in isolation and
sequence
• Comprehend basic math concepts
•
Complete
basic calculations
(addition, subtraction, multi-
plication, and division)
• Complete complex math
calculations
• Complete math word problems
•
Tell
time
to
the
hour,
half-hour,
using
an
analog
and digital
clock
•
Calculate
passage
of
time
•
Identify
coins and
bills
•
Demonstrate
understanding
of
coin
and
bill
value
• Manipulatives
•
Abacus
• Number line
• Math fact sheets
• Calculator
• Instructional application to
remediate and enhance
specific math skills
• Change format of assignment
(write answers only)
• Peer/adult reading of problem
and recording of answer
• Reduce number of problems
• Provide additional spacing
between problems
• Provide additional time to
complete tasks
• Increase size of print
• Change complexity of material
(separate problems by
operations required)
• Teacher/peer support for
reading and assistance
• Modified paper (bold line, enlarged, raised
line, graph paper)
• Calculator with speech output
• Calculator with large display
• Calculator with large keypad
• Calculator with embossed output (Braille N Speak)
• Digital d evice with on-screen calculator
• Electronic math worksheet software with adaptive
input and output as needed (MathPad,
MathPad by Voice, Study Works)
• Graphing calculator software (accessible graphing
calculator)
• Virtual Math Manipulatives
• Online math activities (http://illuminations.nctm.org)
• Adapted measuring devices (devices with speech
output, large print display, or tactile output)
• Utilize money to purchase items
•
Utilize coins and bills to make
change
•
Maintain and balance a
checkbook
Study Organizational Skills:
Sample Tasks:
• Copy assignments from board
•
Instructional
materials, to
remediate
deficit areas,
and teach
compensation
strategies
• Assignment sheet provided •
Print
or
picture
schedule
• Record assignments from teacher
dictation
• Outlines of key points • Organizational aids (folders, color coding,
appointment book)
•
Student schedule
or checklist
•
Complete
assigned
task
within
designated
timelines
• Student self monitoring
sheets
• Digital recorder, voice message recorder
• Electronic organizer (StepPAD, mobile device)
• Locate correct pages in
text •
Positioning
student strategically
within
classroom
environment
•
Digital
device with
organization applications
• Request
assistance
when
need-
ed
• Speech prompting
device
•
Timers •
Specialized
timers (Time
Timer, WatchMinder)
•
Locate
appropriate
ma-
terials/supplies for class
activities
•
Stay
focused
on
task
Virginia Department of Education (2008). Adopted with minor adaptations from Georgia Project for Assistive Technology (Revised 2016).
Assistive Technology Resource Guide
Instructional or Access Area Standard Tools Modifications and
Accommodations of
Task and Expectations
Assistive Technology Solutions
Listening
:
Sample
Tasks:
•
Follow verbal directions
• Listen to stories, books, and
answer comprehension questions
• Listen to classroom discussion
and apply information (answer
questions, record notes)
• Television
• Video player
• Digital device (tablet, iPad, or
mobile device)
• Headphones to reduce
extraneous noise
• Preferential se ating
• Use teacher proximity
• Elimination of extraneous
noise (air conditioner)
• Chunk directions into smaller
steps/segments
• Personal amplification system
• Classroom sound field system
• Auditory trainer
• Personal hearing aids
•
Digital recorder
with
indexing
capability
•
Smart Board
for transferring
teacher written
notes
to student computer for viewing and printing
• Listen to teacher lecture and apply
information (an swer questions,
record notes)
• Document camera to
provide visual outline
during note taking
• Use verbal prompts
• Use gestures • Environmental alert system
• Pre-teach vocabulary and
components of the lesson
• Speech-to-text application for converting teacher
lecture to text
• Listen to verbally presented infor-
mation and retell with correct
sequencing and facts
• Closed captioning access
• Digitize verbally presented
information for
repeated presentation
• Closed captioning for instructional materials
• Real time captioning of class lecture and discussion
• Listen to videos to gather
information about current
instructional topics
• Use visual aids to
illustrate key points (picture
symbols, diagrams, maps)
• Respond to environmental stimuli
(someone knocking on classroom
door, bell ringing, fire alarm)
• Provide a written outline of
lecture
• Use a peer to record notes
in class
• Provide print script of video
• Provide sign language
interpreter
Oral Communication:
Sample Tasks:
•
Gain attention of others in
environment
• Organizing diagram for
presentations
• Interpreter
• Verbal prompts
• Speech enhancing devices (amplifiers)
• Low tech augmentative communication solutions
(picture communication boards, books, and
wallets)
• Express basic wants/needs
• Request assistance
• Greet others
• Participate in conversation with
peers and teachers
• Respond to teacher and peer
questions and comments
• Provide oral report in class on
assigned topic
• Modeling appropriate skills
• Repetition of spoken answers
•
Additional
response
time
•
Accept shortened
responses
• Simple speech generating devices with recorded
messages (talking switches, single message
devices, multiple message devices with one or more
levels)
• Sophisticated speech generating devices (dynamic
display systems capable of generating complex
sentences)
• Inform others of events
• Terminate conversation
Virginia Department of Education (2008). Adopted with minor adaptations from Georgia Project for Assistive Technology (Revised 2016).
Assistive Technology Resource Guide
Instructional or Access Area Standard Tools Modifications and
Accommodations of
Task and Expectations
Assistive Technology Solutions
Activities of Daily Living
Sample Tasks:
• Feed and drink independently
• Prepare simple snack
• Prepare basic meal
• Dress and undress independently
• Complete personal hygiene and
grooming tasks (brushing teeth,
hair)
• Toileting
• Perform simple household chores
• Eating utensils
• Personal hygiene tools
(toothbrush, comb, brush)
• Toileting supplies
• Bathroom rails and adaptive
faucet handles
• Cleaning materials and
appliances
• Verbal prompts
• Modeling appropriate skills
• Picture cues and prompts
• Additional time to complete
tasks
• Modification of task length
and complexity
• Adapted eating aids (grips for standard eating
utensils, adapted cups/glasses)
• Adapted dressing aids (buttonholer, pulls for
zippers, Velcro fasteners)
• Adapted cooking and food preparation aids
(blender attached to power control unit, adapted
pouring handles)
• Adapted household cleaning tools and appliances
• See other sections of this document for leisure,
vocational, mobility, and learning aids
Recreation, Leisure and Adaptive
Play:
Sample Tasks:
• Participate
in
play activities
• Participate in leisure activities
(look at/read book or magazine,
listen to music)
• Manipulate
and
operate
toys,
tools,
and
electronic
appliances
required for participation in leisure
activities
• Puzzles
• Games
•
Toys
•
Music
(mobile
devices,
MP3, CD-ROM)
• Verbal prompts
•
Adult peer assistance
•
Modeling
appropriate
skills
• Cooperative participation with
game
modification
• Knobs for puzzles
• Adapted crayon holders
•
Adapted
books
• Adapted music
• Raised line coloring sheets
• Spinners for games
• Switch accessible toys (switch interface)
• Environmental control devices
• Power control units and battery adapter devices
•
Adaptive
sports equipment
•
Digital d
evices with
adapted
input
devices
and
applications
to
address leisure skills
Positioning, Seating, and Mobility:
Sample
Tasks:
• Move about the classroom,
school, and community
• Classroom chairs, desks and
tables
• Limit mobility requirements
through careful scheduling of
daily activities (order, location)
• Adaptive classroom equipment (prone and supine
standers, Side Lyer, adapted chairs with seating
modifications and support)
• Manipulate educational materials
during assigned activities
• Peer and adult assistance
• Adapted tables and desks
• Maintain seating/position for
participation
in
activities
• Modification of requirements
based
upon
student's daily
energy level and the task to be
completed
•
Walkers
• Crutches/canes
• Manual wheelchairs
• Power wheelchairs
• Lap trays and equipment mounts
Virginia Department of Education (2008). Adopted with minor adaptations from Georgia Project for Assistive Technology (Revised 2016).
Assistive Technology Resource Guide
Instructional or Access Area Standard Tools Modifications and
Accommodations of
Task and Expectations
Assistive Technology Solutions
Computer Access
Sample
Tasks: • Keyboard • Additional time to complete
tasks
• Keyboarding using accessibility options
• Word processing applications
• Online research
•
Digital games
•
Data
entry
• Mouse
• Typing tutors
• Scanner
• Adult/peer assistance
• Word prediction, keyboard shortcuts
• Key guard
• Arm support
• Track ball/joystick with on-screen keyboard
• Communicate via e-mail, video
conferencing, text messages
• Alternative keyboards
• Mouth stick/head mouse with on-screen keyboard
• Educational activities –
testing, drill, p ractice
• Voice recognition applications
• Touchscreen
Control over Environment
Sample Tasks:
•
Universal remote
• Assigned peer or aide to
respond to call for assistance
• Call buttons
• Turn on lights • Light switch extension
• Operate appliances (TV,
DVD or Blu-Ray Disk, blender,
CD player)
• Lowered light switches • Electronic control unit and switch to turn on electrical
appliances (radio, fan, blender)
• Bluetooth or IR remote controlled appliances
• Digital devices
• Large button universal remote
Pre-employment and Employment:
Sample Tasks:
•
Sorting
and assembling
materials
• Verbal prompts • Individualized t ask and material modifications to
meet student needs (custom jigs and guides)
• Complete assigned job skills
(filing, sorting, assembly)
within designated timelines
• Picture and word cues
•
Office equipment
•
Modeling appropriate skills • Digital d evices with adaptive input devices and
applications to address pre-vocational or vocational
needs
• Computer with standard
office applications
• Cooperative participation with
peers and adults
• Utilize tools, manipulatives, and
equipment to complete tasks • Timers and watches • Student self-monitoring
sheets
•
Vibrating
and
talking watches and timers
(Watchminder, Time Timer)
• Complete single and multiple step
tasks
• Modification of task length
and complexity
• Auditory prompting with and without visual display
• Video modelling
Virginia Department of Education (2008). Adopted with minor adaptations from Georgia Project for Assistive Technology (Revised 2016).
