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ASSISTIVE TECHNOLOGY SKILLS INVENTORY

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ASSISTIVE TECHNOLOGY SKILLS INVENTORY
INTRODUCTION
Every student is capable of amazing things if given the opportunity. To fully realize that
opportunity, some students may need support. Assistive Technology can allow students to
accomplish things that otherwise might be impossible. Determining the right assistive
technology, however, can be challenging. Fortunately, educators are fantastic problem-
solvers! The world of education is filled with knowledgeable individuals with different
expertise. When we combine that knowledge thoughtfully, we discover solutions.
Professional organizations for various service providers have identified skills, abilities, and
knowledge related to assistive technology that their members are expected to possess.
The Assistive Technology Skills Inventory was compiled based on this information. The
inventory’s primary intent is to assist administrators, as well as those involved in
coordinating assistive technology services, to identify and support professionals who can
contribute knowledge and skills related to the provision of assistive technology. While not
reflecting every skill that each professional brings to the discussion, it should serve as a
starting point.
A
DMINISTRATORS
This resource is intended to promote better understanding amongst administrators
regarding the scope of knowledge each profession contributes to the consideration of
student assistive technology need. It is critical that administrators support:
• The involvement of all necessary professionals from consideration through
i
mplementation
• Learning opportunities for professionals to maintain and enhance skills
I
NDIVIDUALS INVOLVED IN THE COORDINATION OF ASSISTIVE TECHNOLOGY
Assistive technology is too broad to expect any single individual to have all the answers.
The key to good coordination is to know who contributes what and to bring those
individuals together to make decisions. The Skills Inventory allows the individual
responsible for coordinating assistive technology to know:
• What skills and knowledge each profession contributes
• The skillset of specific professionals within the district
The Assistive Technology Skills Inventory reflects many perspectives that need to be
included in decisions. It is critical that students, as well as their families, are viewed as
partners throughout the process. Additionally, general education teachers are a vital
perspective that must be included.
S
ELF-ASSESSMENT
The Self-Assessment offers a means for professionals to rate their level of proficiency
with regard to the knowledge, skills, and abilities associated with their role. Results can be
used to identify who would be most beneficial to include in the assistive technology
consideration process. Administrators may also use the results to identify areas of need
for professional development.
http://altshift.education
Assistive Technology Skills Inventory
Assessment and Evaluation
Physical Therapist
Occupational Therapist
Speech Language Pathologist
School Psychologist
Consultant-Deaf/Hard-of-Hearing
Consultant-Blind/Visually Impaired
Special Education Teacher
Assess optimal positioning and postures for movements related to accessing
AT
x x
Assess and measure for assistive and adaptive equipment for movement
x
Evaluate and analyze activity demands to determine functional needs
x x x x x x
Assess and evaluate hand and fine motor movement
x
Assess and evaluate full body/gross motor movement
x x
Assess and evaluate touch and movement abilities
x x
Evaluate for seating and positioning needs
x x
Evaluate for computer access needs
x
Evaluate for communication needs
x x
Assess pragmatic skills including communication/intent, success and
effectiveness of communication
x
Assess language skills
x
Assess comprehension of messages conveyed by natural speech, gestures,
and graphic symbols
x
Assess symbol knowledge and literacy
x
Assess literacy in reading and writing
x x
Assess students with hearing impairments for AT
x
Assess students with visual impairments for AT
x
Assess for cognitive and academic strengths and needs
x
x
Identify functional needs, screen for functional limitations, and identify if the
need for a further AT evaluation exists.
x
Recognize poor outcomes regarding technology needs and reevaluate and
reinitiate the process as needed.
x x x x x x
Specific Knowledge
Physical Therapist
Occupational Therapist
Speech Language Pathologist
School Psychologist
Consultant-Deaf/Hard-of-Hearing
Consultant-Blind/Visually Impaired
Special Education Teacher
Knowledge of AT devices related to movement (canes, walkers, wheelchairs,
gait trainers, etc.)
x
Knowledge of optimal positioning for movements related to accessing AT
x x
Knowledge of the environmental context on performance of the student and
how to modify the environment to achieve successful participation
x x x x x
Knowledge of sensory, motor, cognitive, and social abilities needed to use
aided and unaided communication modes
x
Knowledge of how language is generated on AAC systems
x
Knowledge of a broad array of AAC devices and features including methods of
access, durability, types of symbols, organization of items, auditory and visual
features, modes of output, portability, cost
x
Knowledge about broad array of switches and skills necessary to use them
x x
Knowledge of seating and positioning affect on ability to use AAC system
x x x
Knowledge of information and assistive technology resources to enhance
children’s cognitive and academic skills
x x
Knowledge about assistive technology for activities of daily living
x x
Knowledge of unique educational needs of visually impaired students
x x
Knowledge of appropriate materials for students with visual impairments
x x
Knowledge of FM systems and other tools for assisting hearing
x
Knowledge of characteristics of exceptional learners that influence use of
technology
x
Knowledge of differences among hearing devices, interfaces, & FM systems
x
Knowledge of impact of technology on exceptional learners
x
Knowledge of procedures for evaluating computer software and other AT
materials for their potential application in special education programs
x
Abilities
Physical Therapist
Occupational Therapist
Speech Language Pathologist
School Psychologist
Consultant-Deaf/Hard-of-Hearing
Consultant-Blind/Visually Impaired
Special Education Teacher
Identify potential physical barriers for students in the environment
x x x x x
Identify postures appropriate for AT use
x x
Select, design, fit AT for movement
x
Design, fabricate, and install basic assistive technology
x x x
Match AT to students based on their movement patterns
x
Adapt and modify tools to meet students abilities
x x x x
Identify, select and adapt computer hardware and software to support
education activities
x x
Position and modify communication devices to facilitate social participation
x x x
Design and customize seating devices and mobility equipment
x x
Compare and contrast different technology features and access methods in
relation to student needs
x x x x x x
Repair and maintain basic assistive technology
x x x
Make specific AT recommendations to facilitate improved functional ability
x x x x x x
Match features of AAC system with student needs
x
Customize AAC system to meet user needs
x
Determine the most appropriate AAC system components relative to needs,
abilities, preferences, cultural and environmental considerations of the user
x
Ability to train others on AT in their specialty area
x x x x x x x
Verify safety of user when using AT device
x x x x x x
Modify environment to meet the students needs
x x x x x x x
Observe and measure student's performance with AT after period of initial use
x x x x x x
Identify and use AT that can provide access to educational materials that are
otherwise inaccessible to some students
x x
Design student learning activities that foster equitable, ethical, & legal use of
AT
x
Design, deliver, and assess student learning activities that integrate AT for a
variety of student populations
x
Troubleshoot AT equipment
x x x x x x
Skills Inventory adapted from: ASHA Augmentative and Alternative Communication: Knowledge and Skills for Service Delivery, AOTA
The Role of Occupational Therapy in Providing Assistive Technology Devices and Services, ASHA The Role of the Educational Audiologist,
AOTA Specialized Knowledge and Skills in Technology and Environmental Interventions for Occupational Therapy Practice, APTA
Assistive Technology and the Individualized Education Program, NASP Standards for the Credentialing of School Psychologists, CEC
Standards and Competencies, Quality Programs for the Visually Impaired.
ASSISTIVE TECHNOLOGY KNOWLEDGE AND SKILLS
S
ELF ASSESSMENT FOR PHYSICAL THERAPISTS
Name: Date:
On a scale of 1 (low) to 5 (high), where you would rank your skills as they relate to the
following. Please provide a ranking for every skill. Skipped items will receive a score of
zero and could skew your results.
A
SSESSMENT AND EVALUATION
Related Skills
1
2
3
4
5
Assess optimal positioning and postures for functional
movements related to accessing AT
Assess and measure for assistive and adaptive equipment for
movement
Evaluate and analyze activity demands to determine functional
needs
As
sess and evaluate full body/gross motor movement
Assess and evaluate touch and movement abilities
Evaluate for seating and positioning needs
Recognize poor
outcomes
regarding technology needs and
reevaluate and reinitiate the process as needed
To
tal Assessment and Evaluation
0
Related Skills 1 2 3 4 5
SPECIFIC KNOWLEDGE
Related Skills 1 2 3 4 5
Knowledge of AT devices related to movement (canes, walkers, wheelchairs,
gait trainers, etc.)
Knowledge of optimal positioning for functional movements related to
accessing AT
Knowledge of the environmental context on performance of the student and
how to modify the environment to achieve successful participation
Knowledge of seating and positioning affect on ability to use AAC system
Total Specific Knowledge
ABILITIES
Identify potential physical barriers for students in the environment
Identify postures appropriate for AT use
Select, design, fit AT for movement
Design, fabricate,
and install basic assistive technology
Match AT to students based on their
movement patterns
Adapt and modify tools
to meet student’s abilities
Design and customize
seating devices and
mobility equipment
Compare and contrast different technology features and access methods in
relation to
student needs
Repair and
maintain basic assistive technology
Make specific AT
recommendations to facilitate improved functional ability
Ability to train others
on AT in their specialty area
Verify safety of user
when using AT device
Modify environment to
meet the student’s needs
Observe and measure student’s performance with AT after period
of initial use
Troubleshoot AT equipment
Tot
al Abilities
0
0
COMMENTS
Alt+Shift, encompassing Michigan’s Integrated Mathematics Initiative, is an Individuals with Disabilities
Education Act (IDEA) Grant Funded Initiative through the Michigan Department of Education, Office of
Special Education.
ASSISTIVE TECHNOLOGY KNOWLEDGE AND SKILLS
S
ELF ASSESSMENT FOR OCCUPATIONAL THERAPISTS
Name: Date:
On a scale of 1 (low) to 5 (high), where you would rank your skills as they relate to the
following. Please provide a ranking for every skill. Skipped items will receive a score of
zero and could skew your results.
A
SSESSMENT AND EVALUATION
Related Skills
1
2
3
4
5
Assess optimal positioning and postures for functional
movements related to accessing AT
Evaluate and analyze activity demands to determine functional
needs
Assess and evaluate hand and fine motor movement
Ass
ess and evaluate full body/gross motor movement
Assess and evaluate touch and movement abilities
Evaluate for seating and positioning needs
Evaluate for computer access needs
Recognize poor
outc
omes
regarding technology needs and
reevaluate and reinitiate the process as needed
Tot
al Assessment and Evaluation
0
SPECIFIC KNOWLEDGE
Related Skills 1 2 3 4 5
Knowledge of optimal positioning for functional movements related to
accessing AT
Knowledge of the environmental context on performance of the student and
how to modify the environment to achieve successful participation
Knowledge about a broad array of switches and skills necessary to use them
for access
Knowledge of seating and positioning affect on ability to use AAC system
Knowledge
about assistive technology for activities of daily living
Total Sp
ecific Knowledge
ABILITIES
Related Skills 1 2 3 4 5
Identify potential physical barriers for students in the environment
Identify postures appropriate for AT use
Design, fabricate,
and install basic assistive technology
Adapt and modify tools
to meet student’s
abilities
Identify, select, and adapt computer hardware
and software to support
education activities
Position and modify communication devices to facilitate social participation
Design and customize
seating devices and
mobility equipment
Compare and contrast different technology features and access methods in
relation to
student needs
Repair and
maintain basic assistive technology
Make specific AT
recommendations to facilitate improved functional ability
Ability to train others
on AT in their specialty area
Verify safety of user
when using AT device
Modify environment to
meet the student’s needs
Observe and measure student’s performance with AT after period
of initial use
Troubleshoot AT equipment
Total Ab
ilities
0
0
COMMENTS
Alt+Shift, encompassing Michigan’s Integrated Mathematics Initiative, is an Individuals with Disabilities
Education Act (IDEA) Grant Funded Initiative through the Michigan Department of Education, Office of
Special Education.
ASSISTIVE TECHNOLOGY KNOWLEDGE AND SKILLS
S
ELF ASSESSMENT FOR SPEECH-LANGUAGE PATHOLOGISTS
Name: Date:
On a scale of 1 (low) to 5 (high), where you would rank your skills as they relate to the
following. Please provide a ranking for every skill. Skipped items will receive a score of
zero and could skew your results.
A
SSESSMENT AND EVALUATION
Related Skills 1 2 3 4 5
Evaluate and analyze activity demands to determine functional
needs
Evaluate for communication needs
Assess pragmatic skills including communication/intent,
success, and effectiveness of communication
Assess language skills
Assess
comprehension of
messages conveyed by
natural
speech, gestures, and graphic symbols
Assess symbol knowledge and literacy
Recognize poor
outcomes
regarding technology needs and
reevaluate and reinitiate the process as needed
Tot
al Assessment and Evaluation
0
SPECIFIC KNOWLEDGE
Related Skills 1 2 3 4 5
Knowledge of sensory, motor, cognitive, and social abilities needed to use
aided and unaided communication systems
Knowledge of how language is generated on AAC systems
Knowledge of a broad array of AAC devices and features including methods of
access, durability, types of symbols, organization of items, auditory and visual
features, modes of output, portability, and cost
Knowledge about a broad array of switches and skills necessary to use them
for access
Knowledge of seating and positioning affect on ability to use AAC system
Total Specific Knowledge
ABILITIES
Related Skills 1 2 3 4 5
Adapt and modify tools to meet student’s abilities
Position and modify communication devices to facilitate social participation
Compare and contrast different technology features and access methods in
relation to
student needs
Make specific AT
recommendations to facilitate improved functional ability
Match features of AAC systems
with student needs
Customize AAC systems to meet user needs
Determine the most appropriate AAC system
components
relative to
needs,
abilities, preferences, cultural, and environmental considerations
of the user
Ability to train others
on AT in their specialty area
Verify safety of user
when using AT device
Modify environment to
meet the student’s needs
Observe and measure student’s performance with AT after period
of initial use
Troubleshoot AT equipment
Total
Abilities
0
0
COMMENTS
Alt+Shift, encompassing Michigan’s Integrated Mathematics Initiative, is an Individuals with Disabilities
Education Act (IDEA) Grant Funded Initiative through the Michigan Department of Education, Office of
Special Education.
ASSISTIVE TECHNOLOGY KNOWLEDGE AND SKILLS
S
ELF ASSESSMENT FOR SCHOOL PSYCHOLOGISTS
Name: Date:
On a scale of 1 (low) to 5 (high), where you would rank your skills as they relate to the
following. Please provide a ranking for every skill. Skipped items will receive a score of
zero and could skew your results.
A
SSESSMENT AND EVALUATION
Related Skills
1
2
3
4
5
Assess literacy in reading and writing
Assess for cognitive and academic strengths and needs
Total Assessment and Evaluation
S
PECIFIC KNOWLEDGE
Related Skills
1
2
3
4
5
Knowledge of information and assistive technology resources to
enhance children’s cognitive and academic skills
Total Specific Knowledge
A
BILITIES
Related Skills
1
2
3
4
5
Ability to train others on AT in their specialty area
Modify environment to meet the student’s needs
Total Abilities
0
0
0
COMMENTS
Alt+Shift, encompassing Michigan’s Integrated Mathematics Initiative, is an Individuals with Disabilities
Education Act (IDEA) Grant Funded Initiative through the Michigan Department of Education, Office of
Special Education.
ASSISTIVE TECHNOLOGY KNOWLEDGE AND SKILLS
S
ELF ASSESSMENT FOR CONSULTANTS FOR THE DEAF/HARD-OF-HEARING
Name: Date:
On a scale of 1 (low) to 5 (high), where you would rank your skills as they relate to the
following. Please provide a ranking for every skill. Skipped items will receive a score of
zero and could skew your results.
A
SSESSMENT AND EVALUATION
Related Skills
1
2
3
4
5
Evaluate and analyze activity demands to determine functional
needs
Assess students with hearing impairments for AT
Recognize poor outcomes regarding technology needs and
reevaluate and reinitiate the process as needed
Total Assessment and Evaluation
S
PECIFIC KNOWLEDGE
Related Skills
1
2
3
4
5
Knowledge of the environmental context’s effect on
performance of the student and how to modify the
environment to achieve successful participation
Knowledge of FM systems and other tools for assisting hearing
Knowledge of differences among various devices, interfaces,
and FM systems
Total Specific Knowledge
0
0
ABILITIES
Related Skills
1
2
3
4
5
Identify potential physical barriers for students in the environment
Compare and contrast different technology features and access methods in
relation to student needs
Make specific AT recommendations to facilitate improved functional ability
A
bility to train others on AT in their specialty area
Verify safety of user when using AT device
Modify environment to meet the student’s needs
Observe and measure student’s performance with AT after period of initial use
Troubleshoot AT equipment
Total Abilities
C
OMMENTS
Education Act (IDEA) Grant Funded Initiative through the Michigan Department of Education, Office of
Special Education.
0
ASSISTIVE TECHNOLOGY KNOWLEDGE AND SKILLS
S
ELF ASSESSMENT FOR CONSULTANTS FOR THE BLIND/VISUALLY IMPAIRED
Name: Date:
On a scale of 1 (low) to 5 (high), where you would rank your skills as they relate to the
following. Please provide a ranking for every skill. Skipped items will receive a score of
zero and could skew your results.
A
SSESSMENT AND EVALUATION
Related Skills
1
2
3
4
5
Evaluate and analyze activity demands to determine functional
needs
Assess students with visual impairments for AT
Recognize poor outcomes regarding technology needs and
reevaluate and reinitiate the process as needed
Total Assessment and Evaluation
S
PECIFIC KNOWLEDGE
Related Skills
1
2
3
4
5
Knowledge of the environmental context’s effect on
performance of the student and how to modify the
environment to achieve successful participation
Knowledge of unique educational needs of visually impaired
students
Knowledge of appropriate materials for students with visual
impairments
Total Specific Knowledge
0
0
ABILITIES
Related Skills
1
2
3
4
5
Identify potential physical barriers for students in the environment
Compare and contrast different technology features and access methods in
r
elation to student needs
Ma
ke specific AT recommendations to facilitate improved functional ability
Identify and use AT that can provide access to
e
ducational materials that are
otherwise inaccessible to some students
Ability to train others on AT in their specialty area
Verify safety of user when using AT device
Modify environment to
m
eet the student’s needs
Observe and measure student’s performance with AT after period
of initial use
Troubleshoot AT equipment
Tot
al Abilities
C
OMMENTS
Education Act (IDEA) Grant Funded Initiative through the Michigan Department of Education, Office of
0
ASSISTIVE TECHNOLOGY KNOWLEDGE AND SKILLS
S
ELF ASSESSMENT FOR SPECIAL EDUCATION TEACHERS
Name: Date:
On a scale of 1 (low) to 5 (high), where you would rank your skills as they relate to the
following. Please provide a ranking for every skill. Skipped items will receive a score of
zero and could skew your results.
A
SSESSMENT AND EVALUATION
Related Skills
1
2
3
4
5
Evaluate and analyze activity demands to determine functional
needs
Evalua
te for communication needs
Assess literacy in reading and writing
Assess for cognitive and academic strengths and needs
Identify functional needs, screen for functional limitations, and
ide
ntify if the need for a comprehensive AT
evaluation exists
Recognize poor
outcomes
regarding technology needs and
reevaluate and reinitiate the process as needed
Total
Assessment and Evaluation
0
SPECIFIC KNOWLEDGE
Related Skills
1
2
3
4
5
Knowledge of the environmental context’s effect on performance of
the student and how to modify the environment to achieve successful
participation
Knowledge of information and assistive technology resources to enhance
children’s cognitive and academic skills
Knowledge about assistive technology for activities of daily living
Knowledge of unique educational needs of visually impaired students
Knowledge of appropriate materials for students with visual impairments
Knowledge of characteristics of exceptional learners that influence the use of
technology
Knowledge of the impact of technology on exceptional learners
Knowledge of procedures for evaluating computer software and other AT
materials for their potential application in special education programs
Total Specific Knowledge
0
ABILITIES
Related Skills
1
2
3
4
5
Identify potential physical barriers for students in the environment
Design, fabricate, and install basic assistive technology
Adapt and modify tools to meet student’s abilities
Identify, select, and adapt computer hardware
and s
oftware to support
education activities
Posit
ion and modify communication devices to facilitate social participation
Compare and contrast different technology features and access methods in
re
lation to
student needs
Rep
air and maintain basic assistive technology
Make specific AT
re
commendations to facilitate improved functional ability
Ability to train others
on AT in their specialty area
Verify safety of user
when using AT device
Modify environment to
meet the student’s needs
Observe and measure student’s performance with AT after period
of initial use
Identify and use AT that can provide access to
educational materials that are
otherwise inaccessible to some students
Design student learning activities that foster
equitable, ethical, and legal use
of AT by students
Design, deliver, and assess
student learning activities that integrate AT for a
variety
of student populations
Troubleshoot AT equipment
Total Abilities
0
COMMENTS
Alt+Shift, encompassing Michigan’s Integrated Mathematics Initiative, is an Individuals with Disabilities
Education Act (IDEA) Grant Funded Initiative through the Michigan Department of Education, Office of
Special Education.
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Completed 4 March 2022

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