Resources

Reflection Questions

The Reflection Questions document can be downloaded at any time and used in a variety of ways. You can view it before starting your work so that you know which questions will be asked in the videos and/or on the webpages. You can also access it at the end of your work so that you can see all your responses to the questions. This tool can be helpful for documenting your learning and referring to later or for sharing it with others in group discussions or as demonstration of your online progress.

Discussion Questions

The Discussion Questions provided below can supplement and extend your individual learning and be used by facilitators or coaches to prompt meaningful discussions.

1. A student has been referred for an AT assessment with concerns about self-care skills. Discuss the process by which you would proceed using the WATI assessment process.

   A general synopsis of the WATI AT assessment process is as follows:

   • Gather information.
   • Obtain additional evaluations from special education, OT or PT, if needed.
   • Plan the AT assessment meeting. Decide whom to invite.
   • Use the AT Decision-Making Guide.

2. An assessment has been completed and AT has been chosen for self-care tasks. What issues may come up during the implementation planning portion of the assessment?

   Questions and talking points to guide the discussion might include:

   • Who will need to be involved in the AT implementation process for self-care activities?
   • Discuss the limitations in supporting students in self-care activities.
   • Discuss what staff might need to be involved in self-care activities at school.
   • Discuss how parents/caregivers will be involved in self-care activities at home.

3. A student has been referred for an assessment for an EADL to control a light and a fan within the classroom environment. Discuss what issues may need to be addressed during this assessment:

   Questions to guide the discussion might include:

   • Who will be responsible for setup of equipment?
   • Where will equipment be stored?
   • Will Internet access be needed?
   • How will the device be integrated into the curriculum? 

Activities on this page are provided at both the introductory and advanced level and can be copied and used within existing professional development or university coursework.

Introductory Activities

1. AT for Activities of Daily Living - Case Study

   Consider your own case example of a student who may benefit from AT to participate in activities of daily living.

   • Using the AT Decision-Making Guide questions, what are your student's motor and cognitive abilities and difficulties?
   • What are the different environmental concerns that may impact AT selection?
   • What previous AT was tried and what were the results?

2. EADLs in the Classroom

   Think about what devices in a classroom could be controlled by a student with a severe physical disability via an EADL. Make a list of these devices and describe how the EADL could be used to help the student be more involved in the classroom activities.

Advanced Activities

1. Hands on Experience

   1. Have each member of the team choose an activity of daily living.
   2. Break the activity down into each required skill.
   3. Discuss how the task would be impacted by limited fine-motor skills.
   4. Discuss how the task would be impacted by sensory issues.

2. Information Gathering

   1. Select a student to assess for activities of daily living using the WATI assessment process.
   2. Complete the WATI Referral/Question Identification Guide.
   3. Select information-gathering forms pertinent to your student.
   4. Circulate forms among team members.