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 Back To Module ListModule Main | Module Description | Instructional Outcomes | Instructional Proficiencies | Instructional Events | Instructional EvaluationFeature Match: Assistive Technology Author Lisa Pufpaff, PH.D. Ball State UniversityModule Description Obtaining the best fit between assistive technology devices/services and students with disabilities can lead to improved independence, participation, and communication. An assistive technology (AT) device is any item used to maintain or improve an individual’s functional capabilities. An AT service is any service that helps an individual select, acquire, or learn to use an AT device. Selecting the most appropriate AT device/service is a complex process requiring the participation of numerous team members working collaboratively to identify the strengths and needs of the AT user and matching those to the features of AT equipment.
This module will describe feature matching, the process whereby the best fit between individual, environment, technology, and desired outcomes is determined. Several resources, tools, and checklists will be provided including the SETT Framework and the Wisconsin Assistive Technology Initiative (WATI) AT Assessment Guide. Case studies will be used as a means to implement the feature match process and evaluate the learner’s understanding of the process. Instructional Outcomes After completing the module, the learner will be able to:
match individual abilities and needs to AT/AAC device features Instructional ProficienciesTeachers of Students with Exceptional Needs: Intense Intervention
Standard #4: Instructional Strategies The educator of students with exceptional needs possesses a repertoire of evidence-based instructional strategies and knowledge of technology, and selects, adapts, and uses these strategies and technologies to promote positive learning results.
Performance #2: The educator of students with exceptional needs selects and utilizes appropriate instructional strategies and assistive technologies to address the strengths and needs of learners.
Knowledge #3: The educator of students with exceptional needs knows a variety of instructional strategies, accommodations, modifications, assistive technologies, and resources to support the unique needs of learners.
Standard #6: Communication The educator of students with exceptional needs understand typical and atypical language development and uses individualized strategies to enhance language development and teach communication skills.
Performance #3: The educator of students with exceptional needs uses augmentative, alternative, and assistive technologies to support and enhance communication skills.
Knowledge #5: The educator of students with exceptional needs is familiar with augmentative, alternative, and assistive technologies to support and enhance communication.
Standard #7: Instructional Planning The educator of students with exceptional needs understands that individualized planning is at the center of special education practice.
Performance #13: The educator of students with exceptional needs selects and designs technology, materials, and resources to meet student needs.
Standard #8: Assessment The educator of students with exceptional needs is competent in selection, administering, and interpreting a variety of formal and informal assessment tools and utilizes this information to design, implement, and evaluate instruction and to guide students in self-assessment.
Performance #9: The educator of students with exceptional needs assesses the use of technology, materials, and resources appropriate to the abilities, desires and anticipated outcomes of the individual.
Standard #10: Collaboration The educator of students with exceptional needs collaborates with families, colleagues, related service providers, and community members in culturally responsive ways to support students’ learning.
Performance #3: The educator of students with exceptional needs collaborates with families to define expectations and establish goals and quality life outcomes.
Performance #6: The educator of students with exceptional needs participates in multidisciplinary teams to provide integrated services. Instructional Events Read the narrative text of this module. Specific websites and text references are included to assist you in completing the instructional evaluation activities. Instructional Evaluation You may find the following resources useful in completing the evaluation activities:
From the GPAT home page, click on Implementation & Integration and then view the table to the left to see examples of AT devices grouped by context/activity.
From the GPAT home page, click on Assessing Student Technology Needs then view the table to the left to see examples of evaluation protocols and toolkits.
Complete ONE of the following assignments:
A. Complete a feature match for the following TWO case studies:
B. Develop your own case study (modeled after Case Studies 1 and 2 above) and complete a feature match for an AAC device/system OR computer access for a school-aged (i.e., 3 – 21 years of age) student that you know. Use the Feature List as a reference for completing the Feature Match Guide for AAC or the Feature Match Guide for AT.
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