SWAT Team Needs Assessments

The Checklists that follow help to report the SWAT Team’s present observations and recommendations. While they are designed to provide a way of determining appropriate solutions and listing findings, a narrative should accompany the Checklists. The narrative should contain information gathered during the assessment stage regarding more personal knowledge about the learner. Translating a Team’s observations and checklists responses into a few sentences for each category results in the framework for a comprehensive narrative report.

Other Considerations:
Were any relevant formal tests or inventories administered? If so, where and when? By Whom? What were the results? What interventions were designed by the SWAT Team? Describe the results. Discuss any additional information that might be needed. Discuss recommendations for products: adaptive hardware or specialty software. Discuss desired solution features and reasons why they match the learner’s needs. Describe intervention suggestions, follow-up services and/or support plan recommended by the SWAT Team, timelines for procedures recommended and why. List prices and contact information for manufacturers.It is not anticipated that the SWAT Team will need to use every Checklist for every child being evaluated.

Here is a Menu of Checklists to consider:
Communication
Vision
Hearing
Seating, Positioning, Mobility
Computer or Device Access
Writing
Reading

Communication
Consult with a Speech/Language Pathologist
(modified with permission from Wisconsin Assistive Technology Initiative)
Present methods of communication: (check all that apply)
o breathing changes o body position change o eye gaze or move
o facial expressions o gestures o points
o sign language: o single signs o combination signs
o vocalizations o single words o reliable yes/no
o word combinations: o 2 or 3 words o more
o Communication board? o objects o pictures o words o both
o somewhat intelligible: estimate % of time understood _________________
o Voice Output Device: name of device ____________________
o Intelligible speech o writing
o Other ______________________________________________________
Who understands the learner’s efforts: (check all that apply)
o parents o Special Education Teachers o siblings
o peers o General Education Teachers o Paraprofessionals
o strangers How reliably? _____________________________
Receptive language level
Approximate age equivalent __________________
Reason for functioning estimate _________________________________________
Expressive language level
Approximate age equivalent __________________
Reason for functioning estimate _________________________________________
Interaction skills:
o Desires to communicate: o yes o no
Method of indicating YES or NO o none
o shakes head o signs o vocalizes o gestures
o eye gaze o points o word approximations o words
YES NO SOMETIMES
turns toward sound or person o o o
peer interactions o o o
aware of attention paid by others o o o
requires prompts o o o
initiates communication/questions o o o
Reading skills as related to communication: (check all that apply)
o yes o no recognizes objects or pictures
o yes o no recognizes symbols
o yes o no can discriminate sounds - auditory
o yes o no can discriminate words - auditory
o yes o no recognizes initial letter of a word
o yes o no can recognize site words
o yes o no follows simple directions
o yes o no puts symbols or words together for expression

Vision skills as related to communication: (check all that apply)
o can fix on stationary object o looks right and left without moving head
o scans line of symbols left to right o scans matrix of symbols on a grid
o recognizes people visually o recognizes common objects
o recognizes people o recognizes symbols or pictures
o needs space around symbol o can recognize line drawings
What specific type of symbols or pictures are preferred?
__________________________________________________________________

What size of symbols or pictures are preferred?
__________________________________________________________________

Does the learner seem to do best with a specific color, combination of colors, black on white or white on black?
__________________________________________________________________

Anything else important to note about the learner’s communication or device needs?
o learner walks o travels with wheelchair o drops or throws things
o needs large number of words o needs digitized or human speech
o other: __________________________________________________________

Vision
Consult with a vision specialist
(modified with permission from Wisconsin Assistive Technology Initiative)
Date of most recent vision evaluation report: __________________
Summary of findings, including functional vision, condition, limitations, suggestions:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Vision characteristics: (check all that apply)
o Reads standard textbook print size
o Special lighting information if needed ___________________________________
o Special positioning information if needed ________________________________
o Reads enlarged textbook (______________ inches)
o Text enlargement device _____________________________________________
o Computer screen enlargement device ___________________________________
o Computer screen enlargement software _________________________________
o Font type and size for computer screen __________________________________
o Fatigue issues - how long is an effective work period? _______________________
o Figure Ground Issues: o Black on White o White on Black o _____ on _____
o Use of one eye o Right o Left
o Head tilt o Right o Left
o tape recorder/tapes o text-to-speech/talking or reading software o

BrailleAlternative computer voice output: (check all that apply)
Indicate those recommended in a different color or with a special mark
o Screen Reading software ___________________________________________
o Speech synthesizer or sound card ____________________________________
Alternative computer Braille output or low tech device: (check all that apply)
Indicate those recommended in a different color or with a special mark
o Non computer Brailler _____________________________________________
o Braille Communication Device _______________________________________
o Braille note taker _________________________________________________
o Computer generated Braille _________________________________________
Degree of competence: (check all that apply)
Solution being addressed ______________________________________________
o Verbal cues - on occasion o Verbal cues - continual
o Physical cues or prompting
o Independent use o Able to troubleshoot device or software
Related handwriting: (check all that apply)
o Within allotted spaces
o Aligned as appropriate
o Size of written characters appropriate proportion
o Legible to self and others
o Reads others printed handwriting o Reads others cursive handwriting
o Copies exactly without missing targets
o Bold or tactile lined paper
o Prefers colored writing tools for visual acuity
o Modify writing tool: o soft lead pencil o felt tip - thin o felt tip - thick

Summary of vision related concerns and/or solutions:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

 

Hearing
Consult with an auditory specialist
(modified with permission from Wisconsin Assistive Technology Initiative)
Date of most recent hearing evaluation report: __________________
Summary of findings, including functional hearing, condition, limitations, suggestions:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
(check all that apply)
Hearing loss: Right ear o mild o moderate o severe o profound
Left ear o mild o moderate o severe o profound

Unassisted hearing characteristics: (check all that apply)
o Attends to sounds: o High pitch o Low pitch o Voices o Background
o Discriminates environmental vs. non environmental sounds
o Turns toward sounds
o Eye contact/communication: o Consistent o Limited o Intermittent o Rare
o Understands synthesized speech
o Can hear most speech sounds
Assisted hearing characteristics: (check all that apply)
o Attends to sounds: o High pitch o Low pitch o Voices o Background
o Discriminates environmental vs. non environmental sounds
o Turns toward sounds
o Eye contact/communication: o Consistent o Limited o Intermittent o Rare
o Understands synthesized speech
o Can hear most speech sounds
Current equipment and/or services: (check all that apply)
Indicate those recommended in a different color or with a special mark
o Hearing aids
o Vibrating or tactile devices
o Cochlear Implant
o Amplification system
o Close Caption
o Computer speakers or headphones
o TTY/TTD/TT
o Note taker
o Interpreter
o Real time transcription
Hearing/communication conditions: (check all that apply)
Describe communication strategy typically used by others with the learner in each of the following conditions - check any that are observed.

Indicate those recommended in a different color or with a special mark:
School Home Community
Gesture o o o
Body language o o o
Non speech vocalization o o o
Speech with cues o o o
Pictures or symbols o o o
Writing o o o
Lip reading o o o
Signs and speech together o o o
Signed English o o o
Personal Signs o o o
American Sign Language (ASL) o o oDegree of competence: School Home Community
Single words o o o
Word combinations o o o
General communication o o oLearner initiated communication: (check all that apply)
Indicate those recommended in a different color or with a special mark
o Gesture o Body Language o Speech
o ASL o Speech with ASL o Written
o Symbols or pictures o Lip reading o Signed English
o Personal signs o Cued or supported o Other ______________
o Degree of competence: o Single words o Word combinations

Summary of hearing related concerns and/or solutions:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Seating, Positioning and Mobility
Consult with an Orthopedic Specialist (Occupational or Physical Therapist )
(modified with permission from Wisconsin Assistive Technology Initiative)

Seating and positioning characteristics: (check all that apply)
o Regular chair with feet on the floor
o Regular chair with foot rest or positioning aid ____________________________
o Uses an adapted chair o Needs an adapted chair
o Uses wheelchair for part of day o Comfortable o Needs adapted fit
o Part of the day out of wheelchair due to: o Discomfort o Prescribed
o Repositions appropriate to related activity
o Rarely repositions
o Uses regular desk o Uses adjustable desk or furniture
o Uses tray on wheelchair for desk

Seating characteristics: (check all that apply)
o Trunk is stable with current seating
o Trunk is not stable - need to evaluate seating
o Feet touch the floor or the foot rest
o There are no concerns at this time
o Learner expresses discomfort in most positions
o Learner has difficulty using desk or table
o Learner maintains head control in what position ______________________
o Learner exhibits inconsistent head control
o Learner sits at a 90 degree angle to the table or tray
o Distance learner sits from the computer monitor ______________________

Summary of seating and positioning related concerns and/or solutions:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Mobility characteristics: (check all that apply)
o Walks independently
o Walks with difficulty but independently
o Walks up stairs o Walks down stairs
o Walks with assistance o Requires additional time
o Walks with specific tool ______________________________________________
o Uses elevator or lift with assistance o Uses elevator or lift independently
o Can crawl or roll independently
o Pushed in manual wheelchair o Uses manual wheelchair independently
o Uses power wheelchair o Learning to o Independent
o Transfers with assistance o Transfers independently
o Uses wheelchair for what distances only _________________________________

Degree of competence: (check all that apply)
o Learner fatigues after walking o Recovery time needed _____________________
o Stamina increasing o Stamina decreasing
o Learner reports pain or discomfort
o School placement requires consideration of mobility needs

Summary of mobility related concerns and/or solutions:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

 

Access
Consult with an Orthopedic Specialist (Occupational or Physical Therapist )
(modified with permission from Wisconsin Assistive Technology Initiative)

Fine motor characteristics: (check all that apply)
Spend time observing the learner using a range of manipulative controls and devices. Make note of movements as well as conditions of observation. Indicate learner’s voluntary, controlled, reliable and isolated movements:
o Left hand o Right hand o Eyes
o Left arm o Right arm o Head
o Left leg o Right leg o Mouth
o Left foot o Right foot o Tongue
o Fingers o Eyebrows o Other _________________
Observation conditions and comments: _______________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Range of motion:
Does the learner have limitations in the range of reach? o Not limited o Limited
Describe: _________________________________________________________
__________________________________________________________________
__________________________________________________________________

Reflexes and muscles:
Does the learner have normal reflexes and muscle tone? o Yes o No
Is there a low or high muscle tone which interferes with voluntary motor control?
o Yes o No
Describe: _________________________________________________________
__________________________________________________________________
__________________________________________________________________

Fatigue:
Does the learner fatigue easily? o Yes o No
Describe fatigue pattern and rest required: ___________________________
__________________________________________________________________
__________________________________________________________________

Accuracy of targeting or pointing:
Can the learner accurately point to or touch a computer keyboard key?
o Yes o No
Describe consistency of fine motor tasks: ____________________________
__________________________________________________________________
__________________________________________________________________

Direct selection with assistance: (check all that apply)
What type of assistance has been attempted? Results?
o Keyguard o Hand grip or pointer o Head/mouth pointer or stick
o Light beam o Wrist rest o Keyboard positioning device
Describe results, solutions and why: ________________________________
__________________________________________________________________
__________________________________________________________________

Size of grid or target (perhaps for alternative keyboard):
What is the smallest target size accurately selected?
o 1ö o 2ö o 3ö o 4ö Optimal size for grid and/or target arrangement:
Size of square/target ______________________________________________
Number of squares/targets across ________________________________________
Number of squares/targets down _________________________________________

Scanning:
If the learner does not direct select, does the learner need scanning?
o No o Yes - type: o Automatic o Step o Inverse
o Other scan type __________________________________________________
Control site for switch _________________________________________________
Alternate control sites_________________________________________________
Switch: Indicate which switch types work best: (check all that apply)
o Touch o Light touch o Wobble o Rocker o Lever o Head
o Arm slot o Mercury/tilt o Joystick o Tongue o Tread o Eyebrow
o Sip/puff o Other ________________________________________________
Summary of access related concerns and/or solutions:
__________________________________________________________________
__________________________________________________________________

Writing
Consult with appropriate General and/or Special Education Teacher
(modified with permission from Wisconsin Assistive Technology Initiative)

Writing characteristics: The learner can: (check all that apply)
o Hold a regular pen or pencil o Copy simple figures or shapes from paper
o Hold a pencil adapted by _______ o Copy simple words from paper
o Hold a pencil but does not write o Copy from board
o Print name o Write on 1ö lined paper
o Print words o Write on narrow lined paper
o Write cursive o Use spacing properly
o Write but effected by fatigue o Size writing to fit varied spaces
o Write but slow and arduous o Write independently and legibly

Assistive Technology being used or proposed: (check all that apply)
Indicate those recommended in a different color or with a special mark
o Heavy lined paper o Raised lined paper o Pencil grip
o Special pencil/tool o Pencil holder/splint o Typewriter
o Computer o Other _____________________________________

Keyboarding now or proposed: (check all that apply)
Indicate those recommended in a different color or with a special mark
o Does not type o Activates specified key
o Types with one finger o Types with more than one finger
o Hits accidental keys o Types with 10 fingers
o Requires arm or wrist support o Uses head or mouth stick to access
o Uses mini keyboard o Uses switch to access computer
o Uses TouchWindow as mouse o Uses alternative keyboard
o Uses access software _________ o Uses Morse code
o Uses communication device as access device
o Other __________________________________________________________

Computer use: (check all that apply)
Indicate those recommended in a different color or with a special mark
o Never has used o Uses at school o Uses at home
o Uses for games o Uses word processor o Uses spell check
o Uses for other purpose(s) ___________________________________________
o Not used because ________________________________________________
__________________________________________________________________
Computer availability: (check all that apply)
The learner has access to these computer(s) in these settings:
o Macintosh o DOS o Windows o Apple II
o In classroom o In school lab o Lab schedule _____________________

Frequency of computer use:
o Rarely o Frequently o Daily on schedule _______________________
o All day, every daySoftware used and/or solutions: (check all that apply)
Indicate those recommended in a different color or with a special mark
o Writing with symbols o Writing with symbols and words
o Word processor o Talking word processor
o Spell check o Talking spell check
o Hand held spell check o Word prediction
o Other _________________________________________________________
__________________________________________________________________

Summary of writing related concerns and/or solutions:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Reading
Consult with appropriate General and/or Special Education Teacher
(modified with permission from Wisconsin Assistive Technology Initiative)

Learner is placed in Grade ____________________
Learner reads at Grade _______________________
Formal Tests and Results:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Cognitive functioning in general:
o Above average o Average o Below average
o Significant delay o Comment _________________________________

Learning facilitated by: (check all that apply)
Indicate those recommended in a different color or with a special mark
o Reduced amount of text on page o Enlarged print
o Lowered reading level o Pictures for key ideas
o Bold, colored or highlighted text o Reduced length of assignment
o Hearing and seeing text o Other ___________________________

Strategies or modifications used:
Describe any non technology based accommodations that have been used with effectively for the learner. ______________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Assistive Technology being used or proposed: (check all that apply)
Indicate those recommended in a different color or with a special mark
o Highlighter, marker, template or other self-help aid
o Tape recorder, taped text, talking books to follow along
o Talking hand held electronic dictionary to hear words
o Computer with word processing and spell check
o Talking computer software
Computer availability: (check all that apply)
The learner has access to these computer(s) in these settings:
o Macintosh o DOS o Windows o Apple II
o In classroom o In school lab o Lab schedule _____________________

Frequency of computer use:
o Rarely o Frequently o Daily on schedule _______________________
o All day, every daySoftware used and/or solutions: (check all that apply)
Indicate those recommended in a different color or with a special mark
o Word processor o Talking word processor
o Spell check o Talking spell check
o Hand held spell check o Phonics practice
o Word attach practice o Comprehension practice
o Other _________________________________________________________
__________________________________________________________________

Summary of reading related concerns and/or solutions:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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ReferencesChambers, A. C. Has Technology Been Considered? A Guide for IEP Teams. CASE/TAM, Reston, VA 1997.
George, Cindy L. Technology Screening Instrument. University of Kentucky, 1996.
George, Cindy L. Hierarchy for Computer Access. Take Control!, 1996.
Jackson, B., Hadley, A., Loupe, C. and Frederick, D. School-based Assistive Technology Assessment. (ATEN Summer Institute), Collier County Public Schools, 1997.
Lynch, K. J. and Reed, P. Assistive Technology Checklist. Wisconsin Assistive Technology Initiative,1997.
Pugliese, M. and Davey, B. Take Control! at Abilities Expo. Assistive Rehabilitation Technologies, Inc. Ongoing since 1990.
Technology Screening Instrument. (Technology and Media Special Technology Conference), Lexington Public Schools and University of Kentucky, 1997.
Williams, W., Stemach, G., Wolfe, S., and Stanger, C. Lifespace Access Profile. Lifespace Access, 1995.
Zabala, J., Carl, D. and Hamman, T. Just Workshops WonÆt Work!. (Closing the Gap), University of KY and Region IV Education Service Center, Houston, TX, 1997.
Zabala, J. The SETT Framework. Region IV Education Service Center, Houston, TX. 1995.