Video
CVI and Assistive Technology: Assessments, tools, and key insights from Allie Futty
A 6-part video series that explores CVI and AT featuring Allie Futty, CATIS, M.S.Ed, TVI, O&M.
Video series by Allie Futty, M.S.Ed., TVI, COMS and article by Lacey Smith, TVI, CCVI
Assistive technology (AT) reduces barriers to access for individuals with disabilities, including CVI. So how do educators, providers, and families know what are the best tools for access? What does a comprehensive AT assessment involve? What are special considerations for students with CVI? It can be easy to jump into device talk, but it all begins with a comprehensive student-centered assessment process to understand where the barriers exist and how to remove those barriers.
Allie Futty is a Certified Assistive Technology Instructional Specialist (CATIS), M.S.Ed., TVI, Certified O&M specialist, and the Program Manager for the Northeast Resource for Vision Education at Umass Boston. Join Allie Futty as she discusses AT and CVI considerations for AT.
Dive into six videos from Allie that cover a wide range of topics:
- What is assistive technology and services?
- It all starts with assessment
- The SETT Framework
- Mainstream technology access for students with CVI
- Blind/low vision technology and special considerations for CVI
- Quality Indicators for Assistive Technology (QIAT)
1. What is assistive technology (AT) and AT services?
Key takeaways
- The Individuals with Disabilities Education Act (IDEA) defines assistive tech as “any piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities.” [(20.U.S.C 1401(1)]
- IDEA provides guidance, although broad, to allow for the discretion of the IEP team. The only tools or devices that are excluded are surgically implanted devices.
- Allie Futty defines assistive technology as “any tool that reduces or eliminates a barrier for a student.”
- IEP teams are required to consider AT for EVERY student on an IEP. Don’t rush the device talk. IEP teams can get caught up in the device talk however IDEA clarifies that AT services are central to the IEP at the discussion. Learn more about AT and the Law.
- AT service consists of evaluation in the child’s customary environment, acquiring an AT solution, customizing/support, training, and technical service for the child, family, and educational team.
2. It all starts with assessment
Key takeaways
- Assessment needs to be individualized.
- Assessment must take place in customary environments: Teams must understand where this device will be used, under what conditions, and understand where the student is in the flow of the day.
- Assemble a highly knowledgeable team that includes a Teacher of the Visually Impaired (TVI), all relevant Related Service Providers (RSP), and recognizes parents as critical members. The student is the most important member, ensuring assessment starts and ends with their needs.
- Review relevant data including medical records, functional vision assessments (FVA), and learning media assessments (LMA).
- Collect data across settings including observations, interviews, and direct assessment.
- Consider the tasks that are creating barriers in the core curriculum and the expanded core curriculum
- After full data collection, trial technology as much as needed to ensure it meets the students needs and removes barriers to access.
3. The SETT Framework
Key Takeaways
The SETT Framework is a tool used to guide the student’s team through an AT evaluation.
- Student: Identify the student’s strengths, areas of support, fine and gross motor skills, speech, social-emotional needs, vision (including the way the individual is impacted by CVI visual behaviors), and what motivates the student.
- Environment: Know the individual’s schedule, various settings, and people who work with the individual.
- Task: This is a task analysis of the school day including activities and workflow.
- Tools: Identify tools to support independence and address barriers.
4. Mainstream technology access for students with CVI
Key takeaways
Mainstream technology access is technology that might be available to all students within a school. Students with CVI require explicit teaching of visual concepts in graphical interfaces.
Potential barriers to accessing mainstream technology for students with CVI
- Complex graphical user interfaces
- Unpredictable visual environments
- Limited control of the presentation of text
- Limited control over the presentation of images
- Abstract iconography
- Keyboard that requires hand-eye coordination
- Compute mouse that requires robust motor memory and eye coordination
- Computer mouse and cursor that can be fast-moving and difficult to track
Potential solutions for students with CVI to access mainstream technology
- Use color to your advantage
- Reduce the visual clutter whenever possible
- Change the user interface
- Use extensions and accessibility features to provide simplicity
- Use adaptive keyboards, pointing devices, and switches
- Screen reading software
- Audio assisted reading
- Braille technology
- Artificial intelligence
Keep computer use part of the conversation for a student with CVI
- An iPad may not be the best device for every individual with CVI.
- Don’t be afraid of using switch access on the computer–it could be easier than using an iPad for some with CVI.
- Think long term and the need for computer use in post-secondary opportunities.
5. Blind/low vision technology and special considerations for students with CVI
Key takeaways
Below are examples of technology specific for individuals with blindness and low vision and the considerations for CVI.
CCTV and Video Magnifiers
- Size, position, presentation
- Near viewing, distance viewing, or both
- XY Table
- Hand-eye coordination under the camera
- Color, masking, or line-reading options
- Optical character recognition
Screen reading software
- Text to speech or more robust screening reading functions?
- What platform is being used?
- Speech only or magnification?
- Gesture-based or keyboard-based?
- Does the student need a mouse?
- Does it need to work with switch access?
- How can the verbosity and speech be adjusted?
Braille technology and displays
- Does the student need a visual representation?
- Display, smart display, or braille tablet?
- Speech output?
- One-handed mode?
- QWERTY vs six-key entry
- Ability to connect a QWERTY Keyboard
Screen magnification software
- Magnification from gesture, touchpad, mouse, and keyboard command?
- What color, highlighting, and masking options does the student need?
- What size monitor and how should it be positioned?
Tablet and phone accessibility options
- Artificial intelligence is improving fast. It can describe scenes and people, read text, identify currency, help find objects, etc.
- Reducing motion of icons and features
- Text-to-speech options
- Audio descriptions
- Touch accommodations
- Voice control and switch control
- Use phone to control nearby devices
- Guided access
Smart speakers and smart assistance
- Internet searches
- Set reminders and make calendar events
- Make phone calls and text messages
- Timers
- Read a book
- Listen to the news and look up the weather
6. Quality Indicators for Assistive Technology (QIAT)
Key takeaways
This video covers a nationwide collective of AT providers that provides guidance for the development and delivery of quality assistive technology services. Federal law mandates that assistive technology is considered in the IEP process, but there is no federal guidance as to what it means to “consider AT.” The QIAT offers this guidance. QIAT is widely applicable in school settings and research demonstrates improved outcomes, and considers the needs of the family and personnel working with the student.
Quality Indicator Areas: Eight identified domain areas have a list of quality indicators, self-assessments, and common areas.
- Consideration of AT Needs
- Assessment of AT Needs
- Including AT in the IEP
- AT Implementation
- Evaluation of the effectiveness of AT
- AT transition
- Professional Development and Training in AT
- Administrative Support of AT Service
It is essential for all assistive technology (AT) services provided by states or education agencies to comply with federal and state laws. AT efforts require collaborative work by teams including families, caregivers, school personnel, and relevant service agencies, with all members complying to professional codes of ethics and individual responsibilities throughout the process.
Educators: Join our community to learn, network, and share resources. Go to our CVI Now Educator Hub.
Families: Lean in. Ask your questions. Find community and resources. We’ve got you. Join the Parent/Caregiver Group and sign up for a 1:1 call.
