WATI Assistive Technology Assessment — Clean Semantic (Preserved Wording)
This page preserves the original WATI Assessment content and organizes it for retrieval: clear H1/H2 structure, stable IDs, and only the anchors that match real sections. Use it as a team-facing screening and planning companion; wording is unchanged.
Documentation And Compliance
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WATI Assessment Package — Screening Companion (PlainLanguage Core Guide)
A simplified, thorough rewrite of the WATI Assistive Technology Assessment Package (2004), tuned for screening conversations and for use as a core knowledge source for AI guidance. This summarizes process, prompts, and practical next steps. It is not a diagnostic tool.
0) How to use this guide
Audience: IEP team members (general/special educators, SLP, OT, PT), AT specialists, psych/behavior staff, vision/DHH specialists, nurses, administrators, and family/caregivers.
What to do: Use the prompts to screen the student’s needs and current supports. When helpful, add quick impressions using 1–5 or 1–10 (e.g., 1 = major challenge/not reliable; midpoint = emerging/inconsistent; max = reliable/independent).
Outcome: A clear statement of tasks, barriers, current strategies, candidate AT features/tools, and a trial plan.
Philosophy: WATI is process-based. You’re determining what the student needs to participate (assessment), not eligibility (evaluation).
1) Legal & policy snapshot (plain language)
AT device: Any item or system (off-the-shelf, modified, or custom) used to increase, maintain, or improve a child’s functional capabilities.
AT services: Evaluation of needs; acquisition; selection/design/customization; maintenance/repair; coordination with other services; and training/technical assistance for the student, family, and professionals.
IEP “Consideration of AT”: Every IEP team must consider whether the student requires AT devices/services—this is a brief, thoughtful discussion tied to the IEP goals.
Four possible outcomes of consideration
Current interventions work → no new AT needed right now.
AT already works → write it into the IEP.
Try new AT → specify features (not brand names) to trial.
Need more info → schedule an AT assessment.
Tip: “Consideration” is minutes; “Assessment” is deeper and includes information gathering → decision making → trial use.
2) Team roles & responsibilities (who needs to be at the table)
Core roles (often 5):
Knows the student (student and/or family).
Knows curriculum/instruction (special/general educator).
Knows language/communication (SLP; consider DHH specialist as needed).
Knows motor/positioning (OT/PT).
Can commit resources (administrator/designee for equipment, training, time).
Expanded roles (as needed): vision specialist, audiologist, nurse, behavior/psych, AT specialist, rehab engineer, vocational counselor, instructional assistant, etc.
District readiness: assign responsibility, train staff (awareness → indepth), stock reference materials, and define procedures for AT assessments, procurement, trials, and training.
3) Quick process map (what screening flows into)
A) Consideration (brief, at IEP): tie to IEP goals; discuss tasks → current strategies (A) → current AT (B) → AT to try (C). Decide one of the 4 outcomes above.
B) Assessment (deeper):
Information gathering (files, tests as needed, observations using SETT: Student, Environment, Tasks, Tools).
Decision making (structured meeting):
List abilities/difficulties & environment factors (5–10 min each).
Identify critical tasks to enable (5–10 min).
Prioritize the top task(s).
Generate solutions (features first; devices next).
Select solutions to trial now/soon/later.
Build an implementation plan (who/what/when; training/time).
Trial use (collect data → decide keep/modify/abandon → plan permanent use).
Meeting hygiene: write where all can see; capture decisions; schedule followup.
4) Screening prompts the AI (or team) should use
For each task domain below: capture (A) current strategies/accommodations, (B) AT used/tried + outcomes, and (C) new AT features to trial.
4.1 Fine motor → Computer/device access
Voluntary control sites: hand/fingers, wrist/forearm, head, eyes, foot, knee, mouth, tongue, etc. Which are reliable?
Range of motion: where is control best? Are there tone/reflex patterns that interfere?
Accuracy & fatigue: consistent targeting? overshoot/undershoot? endurance across minutes?
Assisted direct selection tried: keyguard, hand grips/splints, headstick, laser/beam, dwell.
Grid size: smallest accurate target (e.g., ½", 1", 2"); optimal grid (rows × columns).
Scanning: step/auto/inverse; preferred switch site(s); scan speed and feedback.
Switches tried: jellybean, light-touch, wobble/rocker, lever, head, mercury/tilt, eyebrow, sip/puff, tread, etc.; which worked best and why.
Candidate features to trial
Larger targets/keyguards/reduced-choice layouts; acceptance delay/debounce; pointer filters; dwellclick; scan speed/autorestart; alternate pointing (trackball/joystick/head mouse/eye gaze); single/dual switch scanning with auditory cues.
4.2 Motor aspects of writing
Current output (pretend writes → prints name → writes sentences → legible/independent?).
Barriers (fatigue, speed, spacing/line use, copying near/far).
Current tools (raised/boldline paper, pencil grips, slant board), typing ability and supports (arm/wrist support, mini/alternate keyboards, access software, switch access, Morse code, touch window).
Candidate features: word prediction; spelling/grammar support; alternative keyboards; voice dictation for drafts; reduced keystroke layouts; copy supports (line guides, camera/magnification).
4.3 Composing written material
Typical written form (words → sentences → paragraphs/reports).
Difficulties (planning, idea generation, sequencing, summarizing, integrating sources, vocabulary variety, paragraphing).
Strategies used (story starters, webs/maps, outlines, templates).
Aids/AT tried (word lists/walls, dictionaries, symbolsupported writing, talking word processors, abbreviation/expansion, writing supports, voice recognition).
Candidate features: conceptmapping with transfer to outline; scaffolded templates; live TTS feedback while typing; prediction/abbrev; dictated brainstorming followed by editing.
4.4 Communication (receptive & expressive)
Current means: changes in breathing/body position, facial expression, gestures, pointing, signs (how many), vocalizations/words/phrases, yes/no reliability, communication boards/books, speech intelligibility, voiceoutput devices.
Who understands? (strangers, teachers, peers, family) and how often.
Receptive & expressive levels (formal scores or functional estimates).
Interaction skills: initiates, requests, responds, asks questions, repairs breakdowns; prompting levels needed.
Visual/auditory supports: symbol types/sizes/line thickness; color/contrast preferences; need for digitized vs synthesized speech; portability/robustness.
Candidate features: fixed vs dynamic displays; vocabulary layout; prestored phrases; spelling/prediction; access method alignment (direct touch vs scanning vs eye gaze); partner training.
4.5 Reading
Present literacy indicators (interest in books, concept of print, lettersound knowledge, blending, sight words, fluency, comprehension, composition ability).
Helps (reduced text, enlarged print, preteaching, graphics, bold main ideas, assignment length, extra time, seat/lighting, overlays, spoken text).
AT tried (tracking aids, overlays, taped audio, talking dictionary/scanner, TTS by word/sentence/paragraph/document) and what worked.
Where decoding vs comprehension breaks down (worksheets, textbooks, tests).
Candidate features: TTS with synchronized highlighting; adjustable rate/voice; OCR/scanning; vocabulary supports; reduced visual load; accessible PDFs/DAISY; annotation tools.
4.6 Learning & studying
Pain points (remembering assignments/steps, organizing notes/materials, finding place in text, taking/reviewing notes, turning work in).
Strategies used (schedules, color coding, highlighting, recorded content, visual timers).
AT tried (electronic organizers/pagers/reminders, handheld scanners, conceptdevelopment/organization software, “Palm”/mobile tools).
Candidate features: planner apps with prompts; checklist routines; note capture with audio sync; digital textbooks with search; guided notes; spacedpractice reminders.
4.7 Math
Barriers (writing numerals legibly, vocabulary, place value, number sense, operations, time/measurement/money, fractions/decimals/percents, word problems, graphs/tables, geometry/formulas; checking work).
AT tried (abacus, math line, talking/Braille calculators, enlarged worksheets, onscreen scanning calculators, tactile tools, alternative keyboards, concept/manipulation software, organization tools).
Candidate features: virtual manipulatives; stepbystep calculators; table/graphing scaffolds; speechfeedback for entries; camera capture of problems into accessible apps.
4.8 Recreation & leisure
Access barriers (causeeffect understanding, turn taking, rules, handling objects, vision/hearing demands, waiting, operating devices/computers).
Tried (Velcro/magnets/handles; singleswitch toys; adapted sports gear; universal cuffs; art tools; EADLs for TV/music; computer games).
Candidate features: switchaccessible toys/games; causeeffect apps; adapted controllers; simplified remotes.
4.9 Seating & positioning
Current seating/desk; trunk/head control; foot support; comfort vs prescribed positions; dislikes and how signaled; head control duration; wheelchair adjustments; desk height/trays.
Candidate features: cushions/tilt; lateral supports/headrest; slant boards; stable forearm support; correct monitor height; consistent mounting for access devices.
4.10 Mobility
Present status (independent walking; with appliance; manual/power chair; transfers; stairs; time to destinations; elevator access).
Concerns (fatigue, pain, schedule changes, building transitions; new school logistics).
Candidate features: route planning/time buffers; mobility training; power mobility trials; campus access adjustments.
4.11 Vision (with specialist input)
Last report; field loss/condition; lighting/tilt angle; optical aids; screen magnifier/reader; font sizes tolerated and duration; preferred contrast/color.
Alternate outputs (slate/stylus, Braille devices/displays, notetakers, screen readers, Braille translation) and proficiency level.
Handwriting/reading of handwriting; paper/pen preferences; skipping letters when copying.
Candidate features: magnification; highcontrast/bold/raisedline materials; audio/TTS; Braille; tactile graphics; color settings.
4.12 Hearing (with specialist input)
Audiological profile (loss type/severity, onset/etiology).
Unaided abilities (attends, discriminates, turns, hears speech, understands synthesized speech).
Communication modes used by others (school/home/community) and student’s receptive proficiency in each.
Student’s expressive modes (speech, sign, written, picture cues) and level.
Services/equipment (aids, cochlear implant, captions, FM, interpreter, vibrotactile alerts, TTY/TDD).
Concerns (hearing peers/teacher, alarms, videos, phone use) and communication functioning (initiation, lip reading, frustration, clarification/repair).
Candidate features: classroom amplification/FM; captioned media; visual alarms; text/IM for phone; interpreter support; clearmask/positioning; AAC support as needed.
4.13 General factors
Behavior/regulation (positive and challenging) impacting performance.
Strengths, learning style, coping strategies, interests.
Fatigue/diurnal variation.
5) Environment & tasks (observe with SETT)
Observe and note across settings (classrooms, cafeteria, playground, hallways, home, community, work/CTE):
Equipment/materials available; who interacts with the student; how instruction/directions are delivered; typical modifications; student’s position and location; what must be seen/heard (board, screens, speakers); lighting and sound; transitions.
6) Decisionmaking → trial planning (do this visibly)
Prioritize 1–3 critical tasks to enable now.
List candidate features/devices (group as now / next / later).
Implementation plan for trials: who, where, duration, training, supports, setup time, data to collect, and followup date.
Trial success criteria (examples):
Time for 10 selections ↓; accuracy ≥ 80% at target size; fatigue stable over 10–15 min.
Reading with TTS → comprehension questions answered independently.
Written output length/quality ↑ with equal or less time/effort.
Decision: adopt, modify, or abandon; if adopt, write AT features into IEP and plan training/maintenance.
7) AT services to plan (beyond devices)
Evaluation/assessment in customary environments; acquisition; customization/mounting; coordination with other services; training/TA for student, family, and staff; maintenance/repair. Assign owners and timelines.
8) Minimal data capture templates (ready to copy)
A) Consideration note (IEP minutes)
Task(s) of concern: …
Current strategies (A): …
Current AT & outcomes (B): …
New AT features to trial (C): …
Outcome: no new AT | keep AT in IEP | trial new AT | refer for assessment.
B) Trial sheet (per task)
Activity/setting & goal: …
Access method & site: …
Representation: visual/tactile/auditory details (size, contrast, speech rate).
Supports: positioning, prompting, reinforcement.
Data (time/accuracy/errors/fatigue/notes): …
Decision & next step: …
C) Environment snapshot (SETT)
People/materials/delivery; position/location; lighting/sound; transitions; modifications used.
9) Common pitfalls & quick fixes
Skipping features: name what the tool must do (features), not brands.
No training/time: assign who trains whom, and when.
Too many variables: change one thing at a time; short trials with clear criteria.
No carryover: plan across classes/home; consistent mounting/charging/storage.
Assuming “more switches = better”: the goal is reliable access to choices, not switch count.
10) Onepage planning summary (fillin)
Student & team: …
Top 2–4 goals/tasks: …
Strengths (sites, representations, routines, interests): …
Barriers (motor, sensory, cognitive/language, environment, time/training): …
Candidate AT features/tools (now/next/later): …
Trial plan (who/where/how long/criteria/data): …
Training & time (staff/family; schedule): …
Maintenance & logistics (mounting, charging, repair, backups): …
Followup date(s): …
Notes for AI usage
Use this guide to structure Q&A, reflect back features to try, and propose concrete trials with data criteria.
When asked about a specific challenge (e.g., “limited finger isolation”), route to the relevant section (e.g., fine motor access) and suggest featurelevel trials before naming products.
Attribution: Adapted and simplified from the Wisconsin Assistive Technology Initiative (WATI) Assessment Package (2004). Reformatted into plain language for screening and planning.