ATIM and WATI

An Overview of Using the WATI AT Assessment Process

Hundreds of schools across the nation use a process that was developed by the Wisconsin Assistive Technology Initiative (WATI) to support AT consideration and assessment. This module provides an overview of the WATI assistive technology consideration, assessment and planning process. It also provides step-by-step directions for using the WATI process and forms to determine student AT needs and plan for successful implementation of selected AT devices and services.

Approximate time to complete module: 2 hours

Author(s): Penny Reed, Ph.D.

An Overview of Using the WATI AT Assessment Process


ADL: Independent Living - WATI

This module will discuss the importance of teaching independent living skills to students with disabilities. It covers how a team can use the WATI AT assessment process to address needs related to self-care as well as control of electronic devices within the environment. The WATI assessment process systematically progresses through the stages of information gathering, decision-making, and implementation planning. The WATI Assistive Technology Decision-Making Guide supports the team with guiding questions designed to yield information about the student, environment(s), and tasks, leading to the selection of appropriate tools.

Approximate time to complete module: 1 hour

Author(s): Patti Drescher, M.Ed., OTR, ATP

ADL: Independent Living - WATI


Communication - WATI - Part I

This module will assist teams in using the WATI Assistive Technology Decision-Making Guide for Communication. As the team looks at a student with complex communication needs (CCNs), it is important to gather information that will assist in the decision-making process to meet the student's communication needs.

This module uses the following three questions to gather student-centered information for that purpose: What are the student's abilities and difficulties associated with communication? What environmental considerations impact the student's communication? What communication task(s) does the student need to successfully accomplish? The answers to these questions will guide the team in making decisions about selecting appropriate communication systems based on a feature-match process, facilitating the student's communication needs across environments, and supporting the various communication tasks the student with CCNs has to perform.

Approximate time to complete module: 2 hours

Author(s): Gary Cumley, Ph.D, CCC-SLP

Communication - WATI - Part I


Communication - WATI - Part II

Caregivers, teachers and speech language pathologists must be reminded that augmentative and alternative (AAC) systems are only tools. The team must keep in mind the motto that to do a job right you need the right tools. This typically requires a toolbox with different tools that might be needed to complete the job. The same notion should be considered for a student with complex communication needs (CCNs) when determining what AAC tools are needed for the communication job.

Selection of any AAC system(s) must be based on the student's abilities and difficulties, as well as the environments and the communication tasks involved. In this module, a feature match approach will be presented looking at the continuum of AAC systems, from low- and mid- to high-tech communication systems, to determine which communication tools best meet the student's abilities, environments and communication needs. After the feature match process, the team will brainstorm and develop a device trial implementation plan to identify and, finally, select appropriate AAC tools. Trials should include data collection to evaluate the effectives of the devices being considered. The module concludes with information about funding the selected communication system.

Approximate time to complete module: 2 hours

Author(s): Gary Cumley, Ph.D, CCC-SLP

Communication - WATI - Part II


Communication - WATI - Part III

This module moves beyond the AT decision-making process for the selection of AAC systems and tools for students with complex communication needs (CCNs) to address implementation of those systems and tools. Specific communication partner strategies to facilitate use of the recommended system will be discussed. The module will also review strategies for vocabulary selection, rate enhancement, color-coding and communication opportunities to support literacy and communication development.

Approximate time to complete module: 2 1/2 hours

Author(s): Gary Cumley, Ph.D, CCC-SLP

Communication - WATI - Part III


Computer Access - WATI - Part I

This module will assist teams in using the WATI assessment process to assess a student's need for assistive technology (AT) in the area of computer access. The process systematically progresses through information gathering, decision-making, and implementation planning. The WATI Assistive Technology Decision-Making Guide supports the team with guiding questions to yield information about the student, environment(s), and tasks. This module is Part I of II. Part II, "Computer Access Tools - WATI - Part II," further explores tools for computer access.

Approximate time to complete module: 1 hour

Author(s): Cindy Nankee OTR/L, ATP

Computer Access - WATI - Part I


Computer Access - WATI - Part II

This module is Part II of the WATI assessment process for computer access. The module continues to explore the WATI assessment process using the WATI AT Decision-Making Guide for the selection and implementation of assistive technology (AT) tools for computer access. Computer access tools and software will be explored for cognitive, learning, motor, vision, and hearing impairments. The WATI AT Continuum is utilized to organize AT tool choices from common tools (already available in the environment) to more specialized tools.

Approximate time to complete module: 1 hour

Author(s): Cindy Nankee OTR/L, ATP

Computer Access - WATI - Part II


Funding Assistive Technology

Understanding the various funding alternatives for assistive technology (AT) can be challenging particularly in the educational setting. This module provides an overview of funding options for the purchase of AT devices. It includes basic information about the laws authorizing funding streams and the point when the school district, Medicaid, or private funding might be appropriate.

Approximate time to complete module: 1 1/2 hours

Author(s): Penny Reed, Ph.D.

Funding Assistive Technology


Hearing - WATI - Part I

The goal of this module is to increase awareness of the challenges facing students who are deaf or hard of hearing to access auditory information to the same extent as their peers. Teams need to be knowledgeable about how a given student uses his or her residual hearing, communicates, is affected by diverse environments, and benefits from technology. This module will define each of these factors and give clear directions to describe the student's status in the first three areas of the WATI AT Decision-Making Guide: student abilities and difficulties, environmental considerations and tasks. This is part I in a two-part series. Part II will address AT tools for hearing.

Approximate time to complete module: 1 1/2 hours

Author(s): Amy Hartman, Au.D., CCC-A, Amy Kroll, Au.D., CCC-A

Hearing - WATI - Part I


Hearing - WATI - Part II

Welcome to Hearing - WATI - Part II. Hearing - WATI - Part I addressed the challenges facing students who are deaf or hard of hearing when accessing auditory information at school, including students' abilities and difficulties, environmental considerations, and tasks. The goal of the current module is to identify assistive technology tools for students who are deaf or hard of hearing that can provide access to auditory information in a variety of environments. These technologies improve accessibility to information that most people gain through their hearing. The module will describe these technologies and give general recommendations for selecting technology, implementing technology, and assessing the benefits.

Approximate time to complete module: 1 1/2 hours

Author(s): Amy Hartman, Au.D., CCC-A, Amy Kroll, Au.D., CCC-A

Hearing - WATI - Part II


Math - WATI - Part I

Mathematics requires students to apply knowledge and strategies, solve problems, organize and communicate their thinking, understand how ideas connect, and develop and use representations. Given its complexity, mathematics is a subject that many students find challenging! Assistive technology (AT) includes tools that can help all students accomplish tasks in the area of mathematics.

This introductory module examines obstacles that can interfere with the learning of mathematics and focuses on the first three sections of the WATI AT Decision-Making Guide: Student Abilities/Difficulties, Environmental Considerations, and Tasks. A second module, Math – WATI – Part II, will the remaining sections of the decision-making guide: Solution Generation, Solution Selection, and AT Implementation Plans.

Approximate time to complete module: 1 1/2 hours

Author(s): Dave Moehn MS, CCC-SLP

Math - WATI - Part I


Math - WATI - Part II

Mathematics requires students to apply knowledge and strategies, solve problems, organize and communicate their thinking, understand how ideas connect, and develop and use representations. Given its complexity, mathematics is a subject that many students find challenging! Assistive technology (AT) offers tools that can help all students accomplish tasks in the area of mathematics.

This module is designed to show teams how to complete the Solution Generation, Solution Selection, Implementation Plan, and Follow-Up Plan sections of the WATI Assistive Technology Decision-Making Guide for Math so that effective AT solutions can be identified, trialed, and provided for students who struggle with mathematics. As part of this process, we will use the WATI Continuum of Considerations for Assistive Technology.

Approximate time to complete module: 1 1/2 hours

Author(s): Dave Moehn MS, CCC-SLP

Math - WATI - Part II


Mobile Device Access - WATI - Part I

This module will assist teams in using the WATI assessment process to assess a student's need for assistive technology (AT) in the area of mobile devices. The process systematically progresses through information gathering, decision-making, and implementation planning. The WATI Assistive Technology Decision-Making Guide supports the team with guiding questions designed to yield information about the student, environment(s), and tasks. This module is Part I of two parts. Part II, "Mobile Device Access - WATI - Part II," further explores tools for mobile device access.

Approximate time to complete module: 1 hour

Author(s): Cindy Nankee OTR/L, ATP

Mobile Device Access - WATI - Part I


Mobile Device Access - WATI - Part II

Use of mobile technologies has become popular in education and many aspects of our lives. Implementation of mobile technologies into education provides portable opportunities for research, reading, writing, math and presentations. Finding a reliable access method for students with disabilities is key to inclusion, class participation, learning and success. This module on assistive technology (AT) tools for mobile devices will describe the WATI AT assessment process for selecting and implementing tools for mobile devices. This includes tools and resources for mobile device access, such as accessibility features, hardware for adaptive access to the devices and apps for education that are switch-accessible.

Approximate time to complete module: 1 hour

Author(s): Cindy Nankee OTR/L, ATP

Mobile Device Access - WATI - Part II


Mobility - WATI - Part I

Mobility plays a critical role in everyone's life. This is especially true for children as much of their early learning begins through mobility. A student's ability to function in the educational setting, therefore, can be significantly impacted by mobility issues. Assistive technology (AT) for mobility is presented in two modules. This first introductory module starts with basic foundational concepts related to mobility and the use of AT for mobility and continues with the first three sections of the WATI AT Decision-Making Guide, which includes Student Abilities/Difficulties, Environmental Considerations, and Tasks. The second module in this series, Mobility - WATI - Part II, will address the remaining sections of the WATI AT Decision-Making Guide: Solution Generation, Solution Selection, and Implementation.

Approximate time to complete module: 2 hours

Author(s): Karen Jackson Stindt, MS, OTR/L, ATP

Mobility - WATI - Part I


Mobility - WATI - Part II

Mobility plays a critical role in a student's ability to function in the educational setting. This module provides information on the AT assessment process for mobility. The reader is directed to the ATIM module Mobility - WATI - Part I for the basic concepts of mobility, rationale, issues, barriers, and understanding of the varying needs, environments and tasks required of students with mobility issues. The module continues the assessment process, including questions to guide the team through the solution selection, solution generation, and implementation parts of the WATI AT Decision-Making Guide. The module also demonstrates mobility devices that can be used for a variety of students.

Approximate time to complete module: 1 1/2 hours

Author(s): Karen Jackson Stindt, MS, OTR/L, ATP

Mobility - WATI - Part II


Organization - WATI - Part I

This module briefly discusses organizational skills as components of a larger skill set often referred to as executive functioning (EF). In addition, the module discusses how a team can use the WATI AT assessment process to identify the challenges with EF in four areas of organization: self-management, information management, time management, and materials management. Identifying the problem addresses the first few sections of the AT Decision-Making Guide for Organization, including the student's strengths and challenges, the student's environmental considerations, and identifying and prioritizing tasks the student needs to do. This is done prior to discussing any tools the student may use currently or as recommended solutions. Specific tools for the four areas of organization management (self, information, time and materials) will be discussed in four subsequent modules.

Approximate time to complete module: 1 1/2 hours

Author(s): Shelly Weingarten, M.Ed., OTR

Organization - WATI - Part I


Organization: Information Management - WATI - Part II

This module discusses assistive technology (AT) for information management and associated strategies. Tools and strategies for finding information, organizing information, and retaining information are discussed. Additionally, barriers to effective information management are outlined with tips for how to avoid these stumbling blocks.

Approximate time to complete module: 2 hours

Author(s): Fiona Bessey-Bushnell, OTR/L, ATP

Organization: Information Management - WATI - Part II


Organization: Materials Management - WATI - Part III

This module is Part III of the WATI assessment process for organization – materials management. This module continues the process of using the WATI AT Decision-Making Guide to select and implement assistive technology (AT) tools for organization in the area of materials management. By using the information gathered during the decision-making component of the assessment process that focused on the student, environments, and tasks, teams will be able to explore tools to support the specific issues that were identified. This module includes the WATI Continuum of Considerations for AT in the area of materials management, which delineates specific AT tools that may be considered. The next steps include guiding the team through tool selection, implementation, and follow-up. A case study, resources, and supports round out the module to assist teams in making AT decisions to support students with organizational deficits in the area of materials management.

Approximate time to complete module: 1 1/2 hours

Author(s): Karen Jackson Stindt, MS, OTR/L, ATP

Organization: Materials Management - WATI - Part III


Organization: Self-Management - WATI - Part IV

This module is part of the WATI assessment process for organization, specifically self-management. This module continues the process of using the WATI AT Decision-Making Guide to select and implement assistive technology (AT) tools for organization in the area of self-management. By using the information gathered during the WATI assessment process on the student, environment, and tasks, the reader will be able to explore tools to support the specific issues that were identified. The WATI AT Continuum organizes the specific tools that may support self-management, whereupon the team is guided through tool selection, implementation, and follow-up.

Approximate time to complete module: 1 1/2 hours

Author(s): Karen Jackson Stindt, MS, OTR/L, ATP

Organization: Self-Management - WATI - Part IV


Organization: Time Management - WATI - Part V

This module focuses on assistive technology (AT) for time management and associated strategies. Managing time, making tasks more manageable, as well as specific types of AT such as timers, clocks, reminders, and planning tools will be discussed. Additionally, strategies for using these tools and reducing time otherwise spent on nonproductive tasks will be introduced.

Approximate time to complete module: 2 hours

Author(s): Fiona Bessey-Bushnell, OTR/L, ATP

Organization: Time Management - WATI - Part V


Reading - WATI - Part I

This module will assist teams in using the WATI assessment process to assess a student's need for assistive technology (AT) for reading. Teams can consider guiding questions to provide information about the Student, Environment(s) and Tasks, all around the task of reading and comprehending text. The module provides information about students with print disabilities and the provision of accessible educational materials (AEM).

Approximate time to complete module: 1 1/2 hours

Author(s): Judi Cumley

Reading - WATI - Part I


Reading - WATI - Part II

This module serves as "the next step" in assisting teams when using the WATI AT assessment process to determine a student's need for assistive technology (AT) for reading. This module should follow "Reading - WATI - Part I." In that module, information about the student, environment and tasks regarding the student's ability to read and comprehend text is collected and documented on the WATI AT Decision-Making Guide. This module continues with the next step, which is to identify potential AT reading tools.

Approximate time to complete module: 2 1/2 hours

Author(s): Judi Cumley

Reading - WATI - Part II


Recreation and Leisure - WATI - Part I

This module will assist teams in using the WATI assessment process to assess a student's need for assistive technology (AT) to participate in recreation and leisure activities. The WATI assessment process systematically progresses through information gathering, decision-making, and implementation planning. The WATI Assistive Technology Decision-Making Guide supports the team with guiding questions designed to yield information about the student, environment(s) and tasks. This module is Part I of two parts. Part II, Recreation & Leisure - WATI - Part II, further explores a range of low- to high-tech solutions for students participating in recreation and leisure activities.

Approximate time to complete module: 1 1/2 hours

Author(s): Patti Drescher, M.Ed., OTR, ATP

Recreation and Leisure - WATI - Part I


Recreation and Leisure - WATI - Part II

This module is Part II of the WATI Assessment Process for Recreation and Leisure. Part I introduced the first three components of the WATI AT Decision-Making Guide for Recreation and Leisure. This module continues the assessment process with questions to guide you through the solution generation, solution selection, and implementation parts of the decision-making guide. Specifically, the module will explore a range of low- to high-tech solutions for students participating in recreation and leisure activities.

Approximate time to complete module: 1 hour

Author(s): Patti Drescher, M.Ed., OTR, ATP

Recreation and Leisure - WATI - Part II


Seating and Positioning - WATI - Part I

Positioning and seating play a critical role in a student's ability to function in the educational setting. This introductory module starts out by presenting the foundational concepts related to seating and positioning for students with mild as well as with more significant challenges. It goes on to address the first three sections of the AT Decision-Making Guide, which consist of Student Abilities/Difficulties, Environmental Considerations, and Tasks. The second module in this series, Seating and Positioning - WATI - Part II, continues with the Solution Generation, Solution Selection, and Implementation sections of the AT Decision-Making Guide.

Approximate time to complete module: 1 1/2 hours

Author(s): Karen Jackson Stindt, MS, OTR/L, ATP

Seating and Positioning - WATI - Part I


Seating and Positioning - WATI - Part II

Positioning and seating play a critical role in a student's ability to function in the educational setting. This module provides information on the AT assessment process for positioning and seating. The reader is directed to the ATIM module "Seating and Positioning - WATI - Part I" for the basic concepts of seating and positioning, current information and understanding of the varying needs, environments and tasks required of students with mild to severe disabilities. The module continues the assessment process with questions to guide you through the solution selection, solution generation and implementation parts of the WATI AT Decision-Making Guide. The module will also demonstrate seating and positioning devices that can be used for a variety of students who may have mild to severe challenges.

Approximate time to complete module: 1 1/2 hours

Author(s): Karen Jackson Stindt, MS, OTR/L, ATP

Seating and Positioning - WATI - Part II


Students With Complex Needs - WATI - Part I

This module is written in a similar format as the other WATI assessment process modules. However, through experience the authors have found that when assessing the need for assistive technology of students with complex needs, the adults around them need to spend more time asking the right questions about how their students are affected by their multiple disabilities and how their environment needs to be engineered to meet their unique needs. For example, the meaning of their limited movements are sometimes subtle and can be missed without careful observation.

This module uses the format of the AT Decision-Making Process to present questions that will help develop an understanding of the student and his or her environment. Instead of a continuum of tools, the module provides a tool belt of resources to help answer questions for which answers are still lacking. Subsequently, use the WATI assessment process modules to identify tasks and tools. This module is the first of two parts. The second part, AT for Students With Complex Needs - WATI, focuses on communication supports, essential elements for successful use of AT, and active involvement in school settings.

Approximate time to complete module: 1 1/2 hours

Author(s): Jill Gierach, MSE, ATP, Shelly Weingarten, M.Ed., OTR

Students With Complex Needs - WATI - Part I


Students With Complex Needs - WATI - Part II

This module presents a growth model that embraces and supports the unique characteristics of students with complex needs. It will provide the reader with examples of how adults and peers can engineer the environment for rich and meaningful communication interactions and improve access to the regular curriculum.

Approximate time to complete module: 2 hours

Author(s): Erin Sheldon, M.Ed.

Students With Complex Needs - WATI - Part II


Switch Access - WATI - Part I

The intent of this module is to provide information and resources on switch access to technology such as computers, mobile devices and AAC equipment, characteristics of students who may potentially benefit from switch access and how to use the WATI assessment process for students needing switch access. The WATI assessment process systematically continues through information gathering, decision-making and implementation planning. The WATI AT Decision-Making Guide supports the team with guiding questions designed to yield information about the student, environment(s) and tasks. This module is Part I of two parts. Part II, Switch Access Tools - WATI - Part II, further explores tools for switch access.

Approximate time to complete module: 1 1/2 hours

Author(s): Cindy Nankee OTR/L, ATP

Switch Access - WATI - Part I


Switch Access - WATI - Part II

Students with significant motor impairments may be limited in their options to play, learn, work, and interact with others. In some cases, switch access is their only option for controlling a computer, mobile device, toys, communication device, and environmental controls. A single, dual, or multiple switch array may be used to tap, scroll, and select items on a computer or mobile device and thereby provide access to reading, writing, leisure and entertainment, communication, and environmental controls. Switch settings may be adjusted to accommodate the type of selection needed; for example, a single activation, press and hold, automatic scanning, or a dual-switch row-column scanning.

Selection of the proper equipment requires careful assessment, and implementation requires well-planned training to promote success for the student using switch access. This module on assistive technology (AT) for switch access Part II will continue with the WATI AT assessment process for selection and implementation of tools for switch access. The WATI AT Decision-Making Guide will present guiding questions to assist the team in completing the assessment process. The WATI AT Continuum for Consideration - Switch Access will be used as an organizational guide to present tools and resources for switch access. The module includes additional supporting articles, forms, case examples, and strategies for instruction and implementation of switch access.

Approximate time to complete module: 1 1/2 hours

Author(s): Cindy Nankee OTR/L, ATP

Switch Access - WATI - Part II


Vision - WATI - Part I

This module discusses elements essential to the assistive technology (AT) selection process. Most students with visual impairments require individually selected AT solutions that match their educational needs. Such solutions should match their abilities, preferences and the social context where they are to be used.

Approximate time to complete module: 1 hour

Author(s): Jaroslaw Wiakowski, Ph.D., TVI, ATT

Vision - WATI - Part I


Vision - WATI - Part II

This module describes the last four components of the WATI AT Decision-Making Guide, including solution generation, solution selection, implementation planning, and follow-up. Then, AT tools are listed according to the most effective modality a student with visual impairment would use for accessing information, reading, and writing. Tools and strategies for academic areas are described as well.

Approximate time to complete module: 2 hours

Author(s): Jaroslaw Wiakowski, Ph.D., TVI, ATT

Vision - WATI - Part II


Vision - WATI - Part III

This module discusses assistive technology (AT) tools and strategies for the Expanded Core Curriculum. In addition to academic areas, learners with visual impairments may be in need of structured instructions in braille, daily living skills, leisure and sports or AT. In most cases, teachers who provide direct services to these learners will need specialized tools to prepare or adapt the necessary teaching and learning tools.

Approximate time to complete module: 1 1/2 hours

Author(s): Jaroslaw Wiakowski, Ph.D., TVI, ATT

Vision - WATI - Part III


Vocational and Post Secondary Environments - WATI

This module addresses the use of assistive technology (AT) in vocational and postsecondary environments. The need for transition planning, to include AT, will be stressed, as well as resources for obtaining AT that can be used in these environments. The module will guide the user through the WATI AT assessment process, which systematically progresses through the stages of information gathering, decision-making, and implementation planning. The WATI Assistive Technology Decision-Making Guide supports the team with guiding questions designed to yield information about the student, environment(s), and tasks, leading to the selection of the most appropriate tools.

Approximate time to complete module: 1 hour

Author(s): Patti Drescher, M.Ed., OTR, ATP

Vocational and Post Secondary Environments - WATI


Writing: Composition - WATI - Part I

The process of written composition consists of many components that create barriers for students with disabilities. This module highlights and provides guidance for assessing the numerous challenges inherent in the writing process. The information presented in this module should be used as a guide only. When dealing with children, especially children with disabilities, many variables must be taken into consideration. This guide is meant to assist you in developing an area of focus and work out where the writing process has broken down for a given student. Written composition involves cognitive, sensory, and motoric components. Tools to assist the student with written composition will follow in the second module in this series, Writing: Composition – WATI – Part II. The motoric and sensory components will be addressed in the ATIM modules Writing: Motor Access – WATI – Part I and Part II. This module includes additional supporting articles, forms, case examples, and strategies for instruction and assessment of assistive technology (AT) for written composition.

Approximate time to complete module: 1 1/2 hours

Author(s): Amy Garwell, MSE, Kathy Sween, OTR/L, Kathy White, ATS

Writing: Composition - WATI - Part I


Writing: Composition - WATI - Part II

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.

Approximate time to complete module: 2 hours

Author(s): Amy Garwell, MSE, Kathy Sween, OTR/L, Kathy White, ATS

Writing: Composition - WATI - Part II


Writing: Motor Aspects - WATI - Part I

Writing is a complex process that involves both the motor aspects of handwriting and the cognitive component of creating or composing written material. This module will focus on assistive technology assessment for the motor aspects of writing.

Specifically, the module will follow the WATI assessment process as it systematically progresses through information gathering, decision-making, and implementation planning. The WATI Assistive Technology Decision-Making Guide supports the team with guiding questions designed to yield information about the student, environment(s), and tasks.

This module is Part I of two parts. Part II, "Writing: Motor Aspects - WATI - Part II," will further explore tools for writing.

Approximate time to complete module: 1 1/2 hours Author(s): Cindy Nankee OTR/L, ATP

Writing: Motor Aspects - WATI - Part I


Writing: Motor Aspects - WATI - Part II

This module is Part II of assistive technology (AT) for the motor aspects of writing. Writing – WATI – Part I focused on the first four sections of the WATI assessment process, including information gathering, as well as special considerations the student, environment, and tasks. This module will cover the remaining sections of the WATI AT Decision-Making Guide as it systematically progresses through solution generation, solution selection, and implementation planning. The module includes assessment tools and forms, case examples, examples of assistive technology (AT) tools for writing following a continuum from low- to high-tech tools, learning activities, and additional supporting articles for further independent study.

Approximate time to complete module: 1 1/2 hours

Author(s): Cindy Nankee OTR/L, ATP Enter Module

Writing: Motor Aspects - WATI - Part II