4 Models of Assistive Technology

Strength-Based Model

Team Problem-Solving Model

On-Going Longitudinal Model

Unifying Functional Model

Chambers’ Consideration Model

Strength-Based Model

•Identify student Strengths

•Let students responses formulate how the plan takes shape.

•Assessment of students should fit the students strengths rather than tackle student challenges.

•A consistency between framework and process.

•All compensatory items used within the classroom should be used during the Assessment. 

Team Problem-solving Model

•A team should include: parents, all involved educational supports, therapists and school administration.

•Should include person centered-planning.

•The strength of this approach allows for diverse voices to be part of the decision-making process (McLoughlin & Lewis, 2001).

• Family input about the student should be given all considerations. Communication with the family is of the utmost importance.

•The purpose of the assessment is to provide decisions regarding technology interventions.

•The school should create a decision-making schema that does not call on undue attention to the student. The only support provided should as limited as is necessary.

•In order for this to be an effective procedure the author speaks of having other classmate use the technology on a rotating basis to avoid bringing about undue attention. 

On-going Longitudinal Approach

•The model was derived from responses received from assistive technology experts and focus groups that consisted of trainers and consumers of assistive technology services.

•These stakeholders used their expertise to devise a new model of consideration.

•Contains a series of opened ended questions.

•Looks at what is the student not able to do or participate in daily.

•The team should make attempts to answer each question about the child’s deficits.

•The school team should reflect upon whether current strategies, devices, and modifications are working or not. 

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The framework of the Chambers’ Consideration Model:

•Collaboration

•Communication

•Incorporation of multiple perspectives

•Gathering of pertinent information

•Use of shared knowledge

•Flexibility

•On-going processes