Factors to consider when deciding on AT 3

Matching Technology and Pupil

The first step in determining what technology might be used is the development of a reasonably clear idea of what it is hoped to achieve. In many cases, there is just a general and vague perception that technology is good and will provide an answer. For example, it is sometimes assumed that a pupil with a writing difficulty will be able to take notes more quickly in class by using a laptop computer. In many cases, however, this may be the slower option and may lead to other difficulties.

An initial discussion with an Inspector or AT advisor will generally determine if technology has a potential role, and at what level. The necessary level of intervention and assessment may also be discussed at this stage. This can range from a device purchased by the school, to a school visit by an advisor, or to a formal assessment in a clinical setting. In many cases, other agencies, or the Health Boards, will have been involved with the pupil and can offer advice.

The second step will be to consider the limitations to functioning created by the pupil's impairment and how it is hoped to compensate, or 'work around' these, by utilising technology and existing physical motor control ability. This is the point of matching the technology with the pupil, but it is crucial to keep all the other elements of the pupil's circumstances in mind at this stage, along with the fact that it may be just the beginning of an on-going process.

While there are a number of models advocated for this stage of the process, the very wide variation in circumstances that will occur makes it difficult to propose any single set of guidelines on what type of assessment procedure should be followed. Schools are more likely to be directly involved in the range of solutions that can be achieved by the 'mid-tech' range of technologies, and one of the best approaches may be to find a means to operate the computer that is nearest to normal as possible and comfortable for the pupil.

Taking the Input Options as an example, hand-function will be the preferred method of inputting to the computer. The level of impairment can be matched against the various alternative Input Options until the optimum choice is reached.

Trial and error is good at this point and, where possible, the pupil should have an opportunity to try out the various options over a period of time. It must be remembered that it takes some time for everyone to learn the manipulation skills necessary for computer use and pupils with disabilities may just take a little longer. Items like alternative mice shouldn't be decided on unless the teacher is satisfied that the normal option is beyond the capability of the pupil, even with a longer learning period taken into consideration.

A team approach is best when deciding on AT devices. Depending on the level of adaptation necessary, it should involve the input of as many of the relevant people as possible - pupil, parents, teacher, classroom assistant, learning support teacher, AT advisor and any relevant clinical personnel, such as occupational or speech therapist.

It should also be kept in mind that the solution suggested may be subject to trial and error and that initial lack of success should not be too disappointing. Assistive technology can be viewed as problem-solving and a number of arrangements may have to be tried before a satisfactory solution is found.