New Hampshire
Vision/Hearing Network

Principles of Quality AT Evaluation

• An assistive technology evaluation conducted by a professional, knowledgeable in regular and assistive technology, is needed to determine whether a child requires assistive technology devices and services and should be delineated in the IEP.
• Assistive technology evaluation for a student who is blind or low vision is an extension of the Learning Media Assessment. You need the basic (print and/or Braille reading and writing functioning information found in the Learning Media Assessment to help determine and evaluate appropriate assistive technology requirements.
• To be effective, an assistive technology evaluation should be ongoing and looking 3 years in the future.
• Assistive technology can only enhance basic skills, it cannot replace them.
• Assistive technology for students with visual impairments is more than an educational tool, it is a fundamental LIFE tool – it is equivalent to pencil and paper for non-disabled students.
• Students use assistive technology to access and use standard tools, complete educational tasks, and participate on an equal basis with non-disabled peers in the regular electronic educational environment.
• Use of Assistive technology does not automatically make educational and commercial software/tools accessible or usable.
• Every student's assistive technology needs are unique. Student needs should be matched with necessary technology rather than matching available equipment to student needs.
• Functional use of assistive technology may require a combination of large print, speech, or Braille. A student may require redundant sensory feedback in addition to their primary learning media (e.g. low vision student using speech output or a blind student using speech and Braille in combination).
• The goal is to maximize the functional print and/or Braille reading, writing, and/or communication rate.
• Reading paper materials (print or Braille) may be different from reading electronically (using a computer monitor, CCTV, speech output, audio tape, or refreshable Braille).
• Learning and using assistive technology is a developmental process. If a student's communicative or sensory functioning changes, a new technology evaluation is needed. Time and instruction is needed for learning assistive technology skills.
• Every student needs a personal communication (reading and writing) system to communicate with themselves and others.
• Recreation, leisure, entertainment and other socialization activities are valid uses of assistive technology.

Vision-Related Assistive Technology Definitions

Screen reader

Software program that works in conjunction with a speech synthesizer to provide verbalization of everything on the screen including menus, text, and punctuation.

Screen magnification

Software that focuses on a single portion (1/4, 1/9, 1/16, etc.) of the screen and enlarges it to fill the screen.

Refreshable Braille display

Provide tactile output of information presented on the computer screen. Unlike conventional Braille, which is permanently embossed onto paper, refreshable Braille displays are mechanical in nature and lift small, rounded plastic pins as need to form Braille characters. The displays contain 20, 40, or 80 Braille cells, after the line is read, the user can "refresh" the display to read the next line.

Braille translation software

Translate formatted text into appropriate Braille characters and formatting.

Braille writing equipment (Perkins Braillewriter)

Used for creation of paper Braille materials. Can be manual or electronic devices.

Closed-Circuit Television

Magnify a printed page through the used of a special television camera with a zoom lens and displays the image on a monitor.

Portable notetaker

Small portable units that employ either a Braille or standard keyboard to allow the user to enter information. Text is stored in files that cam be read and edited using the built-in speech synthesizer or Braille display. Files may be sent to a printer or Braille embosser, or transferred to a computer.

Braille embosser

A Braille printer that embosses computer-generated text as braille on paper.

Scanners

A device that converts an image from a printed page to a computer file. Optical-character-recognition (OCR) software makes the resulting computer file capable of being edited.

Adaptive keyboard

Offer a variety of ways to provide input into a computer through various options in size, layout (i.e. alphabetical order), and complexity.

Augmentative communication device

Provide speech for people who are not able to communicate verbally. Device may talk, user indicates communication through the use of tactile symbols, auditory scanning, large print symbols, etc.

Developed by Jim Allan, Statewide Technical Support Specialist Texas School for the Blind and Visually Impaired and Jay Stiteley, Field Representative The Seeing Eye, Inc.