Identification should include
- material choice
- prompting or cuing
- environmental modifications
- task analysis
- supports or consultations for teachers, families, and students
- assistance with ergonomics
- adaptations to assist with handwriting
- task groups for social participation
- sensory diets
- vocational preparation, including ADL and IADL tasks
- adaptive equipment such as
- adaptive writing utensils
- slant boards
- switches
- computers with adaptive input (e.g., Braille keyboards), software, or output (e.g., Braille)
- adaptive positioning devices (e.g., seating, floor cushion)
- organizational aids (e.g., visual schedules, mobile devices).
Process/Skill Questions:
- What is an adaptation the teacher can use to promote better handwriting?
- What adaptive techniques would assist a student with autism in completing a school project?
- Why would a therapist suggest a slant board to a student?
- Which equipment would be used to assist a student with organizational problems?
- What environmental and personal factors may affect a student’s acceptance of adaptive equipment?