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Words on a page can tell stories, paint pictures in our minds, and allow others to know our thoughts. However, for students with disabilities, the process of allowing those thoughts to flow onto the page may be difficult or even impossible. In Writing Composition - WATI - Part I, the discussion centered on the assistive technology (AT) assessment process. In this module, the process continues in terms of product selection, data collection, and implementation. Throughout the module the term assessment will be used instead of evaluation. Assessment is defined as: "A group of activities conducted to determine a student's specific needs" (Reed, 2009, p. 1).

This process is intended to elicit thoughtful consideration and selection of tools as well as set up a plan for implementation and follow-up. The selection of a tool is important, but the services provided to learn to use the tools are equally as important. The entire process is an interconnectedness of student, product, production, data collection, maintenance, follow-up dates, and continual reassessment.


Estimated Time to Complete: 2 hours

  • What's Included
  • 34 pages
  • Pre/post-assessments
  • Optional $20 certficate
  1. Identify 3 factors that are of importance when beginning the selection of an AT tool for written composition.
  2. Identify 2-3 low-tech options for students.
  3. Describe the differences between software, apps, and extensions.
  4. Explain the components required for a successful implementation plan.
  5. Create 2-4 questions that a team should generate as part of a follow-up plan.
  6. Identify 4 potential barriers interfering with the use of the chosen technology and brainstorm potential solutions.

Module Authors

Kathy White, ATS

Kathy White is an Assistive Technology (AT) Specialist and has been working for the School District of Janesville for 32 years. She directs the AT program at Janesville and provides technology solutions for students with disabilities. She trains faculty and staff to use AT tools, with a particular emphasis on Universal Design for Learning. Mrs. White is a well-known speaker at regional and national conferences. She is SmartBoard Certified, a Google Educator, and an Apple Teacher. White co-authored the Assistive Technology Internet Modules (ATIM) on Writing Composition Part I and Part II. Mrs. White holds a master's degree in Assistive Technology from St. Norbert College.

Kathy Sween, OTR/L

Katherine Sween has been an OTR for 28 years. She has worked with students of all ages and disabilities in school systems and various organizations in Southern Wisconsin and Northern Illinois. She has been a member of the Assistive Technology Team in the School District of Janesville for 10 years as well as a member of the district's Autism Support Team. She has been a co-presenter at national and regional conferences. Katherine co-authored the Assistive Technology Internet Modules (ATIM) on Writing Composition Part I and Part. She is also a co-author of an article featured in Closing The Gap Magazine, Fall 2019.

Amy Garwell, MSE

Amy Garwell has been a Cross Categorical Special Education teacher for the past ten years. She currently works in the School District of Monroe and prior to that worked in the School District of Janesville. She has also worked as a Behavioral Therapist providing in home therapy for students with Autism. Mrs. Garwell received her Bachelor's degree in Psychology from the University of Southern California. She received her Master's in Special Education from the University of Wisconsin-Whitewater. She has presented at the Reaching High Expectations: Success for All Conference and the UDL- IRN Summit.

Module Content Provided By

This module was developed in collaboration with WATI and provides updated content from the Assessing Students' Needs for Assistive Technology (ASNAT) - IDEA discretionary grant #: 9906-23. 1992-2009

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