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Assistive Technology Lending Library

The Special Education Technology Center (SETC) has a statewide assistive technology lending library for K-12 educators. The SETC Lending Library offers a wide range of devices and software for educators to trial with students. These tools are designed to meet the unique needs of students with disabilities, helping them access the curriculum and participate effectively in classroom activities.

The lending library operates on a system where educators can request specific assistive technology tools. Once approved, the tools are loaned to the borrower for a designated period. The borrower is responsible for return shipping when the trial is complete. The library also offers support and guidance, including training sessions and expert consultations to help users maximize the benefits of the assistive technology tools.

With a statewide lending library, students throughout the entire state can access these valuable tools, regardless of their location or school district. This promotes equity and ensures students with disabilities have equal opportunities to succeed in their education by utilizing the available assistive technology resources.

Visit the SETC Lending Library Catalog.

CWU students can check out items from the library for projects and learning by contacting suzanne.wright@cwu.edu.

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Central Washington University | Assistive Technology Lending Library

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Read about the Assistive Technology Lending Library and the wide range of devices and software that it provides.

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The purpose of the device loan program is to let potential AT users try-out devices prior to purchase, have access to a backup system when their device is in for repairs and/or have access to a device while waiting for their device to be delivered.

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Office of Superintendent of Public Instruction

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The Special Education Resource Library is intended to provide guidance and professional development resources on behalf of students with disabilities. Disclaimer: The resources on this website are supplemental materials. They are not a substitute for agency bulletins and accompanying documents; chapter 392-172A WAC; 34 CFR Part 300; and, the Individuals with Disabilities Education Act. Posted presentations and materials are for guidance and are not intended as legal advice. Topics A-Z A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z Accommodations Guidelines on Tools, Supports, and Accommodations for State Assessments Smarter Balanced Accessibility and Accommodations Testing Students in Washington State Try Out Speech-to-Text Accessibility iNACOL’s Access and Equity for All Learners in Blended and Online Education Described and Captioned Media Program (DCMP) Disabilities, Opportunities, Internetworking, and Technology (DO-IT) National Center on Accessible Educational Materials (AEM) National Center on Disability and Access to Education (NCDAE) National Instructional Materials Accessibility Standard (NIMAS) Section 504 and Students with Disabilities Accountability Accountability Index -Washington SBE Federal Data Collection Forms State Performance Plan (SPP)/Annual Performance Report (APR) Data Sources Annual Determinations Annual Determinations for IDEA implementation Assessment 1% Alternate Assessment Cap A Guide to Assessment in Early Childhood: Infancy to Age Eight Guidelines for Statewide Accountability Assessments Smarter Balanced Assessment Consortium State Testing - OSPI WA-Access to Instruction & Measurement (WA-AIM) Assistive Technology Assistive Technology in the IEP Special Education Technology Center (SETC) Services (State Needs Project) Washington Assistive Technology Act Program Autism Autism Spectrum Disorders Connie Wong, Samuel L. Odom, Kara Hume, Ann W. Cox, Angel Fettig, Suzanne Kucharczyk, Matthew E. Brock, Joshua B. Plavnick, Veronica P. Fleury, and Tia R. Schultz Autism Evidence-Based Practice Review Group Frank Porter Graham Child Development Institute University of North Carolina at Chapel Hill Trastornos del Espectro Autista Behavior Best Practices Guide to Intervention: Teaching Students with Severe Emotional and Behavioral Disorders (OSPI Connecting IDEAS Project) Classroom Management (Part1) (IRIS Center STAR Legacy Module) Dear Colleague Letter: Restraint and Seclusion of Students with Disabilities from the U.S. Department of Education’s Office for Civil Rights; December 2016 Early Childhood Behavior Management: Developing and Teaching Rules (IRIS Center STAR Legacy Module) Fact Sheet: Restraint and Seclusion of Students with Disabilities from the U.S. Department of Education’s Office for Civil Rights; December 2016 Office of the Education Ombuds (OEO): Limitations on the Use of Restraint and Isolation in Washington State Public Schools Oficina de Educación y Resolución de Quejas: Limitaciones en el Uso de Restricción y Aislamiento en las Escuelas Públicas del Estado de Washington OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports U.S. Department of Education Restraint and Seclusion: Resource Document Blind/Visually Impaired American Foundation for the Blind Braille Access Center/Instructional Resource Center Website Lighthouse for the Blind, Inc. College Accessibility for Visually Impaired Students Described and Captioned Media Program (DCMP) Washington Sensory Disabilities Services (WSDS) Washington State School for the Blind (WSSB) Washington State Department of Services for the Blind Washington Talking Book & Braille Library Certification Teacher Certification in Washington State Child Count Special Education Child Count and Placement Data Child Find Child Find Public Awareness Requirements under the Individuals with Disabilities Education Act (IDEA) Technical Assistance Specific to Child Find (Indicators 11 & 12) Common Core Essential Elements (CCEE) CCEE/CCSS side by side for English Language Arts CCEE/CCSS side by side for Mathematics WA-AIM Access Point Frameworks linked to CCSS and CCEE in mathematics, English Language Arts and Science Common Core State Standards (CCSS) CCSS: English Language Arts CCSS: Mathematics Common Core and Special Education Presentation The Hunt Institute CCSS videos WA-AIM Access Point Frameworks linked to CCSS and CCEE in mathematics, English Language Arts and Science Data Federal Data Collection Forms OSPI School Report Card Special Education Child Count and Placement Data Special Education Data Deaf/Hard of Hearing Center for Deaf & Hard of Hearing Youth (CDHY) NASDSE’s Optimizing Outcomes for Students who are Deaf of Hard of Hearing: Educational Service Guidelines Washington School for the Deaf (WSD) Washington Sensory Disabilities Services (WSDS) Directory Special Education and Institutional Directory Disabling Conditions Categories of Disability under IDEA WAC 392-172A-01035 Child with a disability or student eligible for special education Discipline Behavior and Discipline - Guidance for Families OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports TAP #2: Discipline Requirements for Students Who Receive Special Education Services Disproportionate Representation Determining Special Education Eligibility for the Bilingual Exceptional Student Disproportionality and Program Review Dispute Resolution Center for Appropriate Dispute Resolution in Special Education (CADRE) CADRE’s IDEA Dispute Resolution Parent Guide and Companion Videos CADRE’s IDEA Early Intervention Family Guides Dispute Resolution in Washington Legal Assistance List for Special Education Disputes Resolution Session Information Sheet with Forms (2019) Special Education Parent Liaison Dyslexia About Dyslexia Early Childhood CADRE’s IDEA Early Intervention Family Guides Center for IDEA Early Childhood Data Systems Center on Enhancing Early Learning Outcomes (CEELO) Child Outcomes Early Childhood Behavior Management: Developing and Teaching Rules (IRIS Center STAR Legacy Module) Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals Guide to Assessment in Early Childhood: Infancy to Age Eight National Early Childhood Transition Center Pre-K Early Literacy - Action Research Project Brochure Preschool LRE (Indicator 6) Washington State Department of Children, Youth & Families (DCYF) Eligibility Eligibility for Special Education Services Equity and Discrimination Complaints About Discrimination Equity and Civil Rights at OSPI Evaluation Evaluation and IEP Technical Assistance Module TAP #5: Evaluation Procedures Under Part B of IDEA Evidence-Based Practices Evidence-Based Practices (Part 1): Identifying and Selecting a Practice or Program (IRIS Center STAR Legacy Module) Evidence-Based Practices (Part 2): Implementing a Practice or Program with Fidelity (IRIS Center STAR Legacy Module) Evidence-Based Practices (Part 3): Evaluating Learner Outcomes and Fidelity (IRIS Center STAR Legacy Module) Family Engagement Center for Parent Information and Resources (CPIR) Family Engagement Improving Relationships and Results: Building Family/School Partnerships Parent Advocacy Coalition for Educational Rights (PACER) Serving on Groups Guidebook Special Education Advisory Council (SEAC) Washington PAVE Washington State PTA Forms Federal Data Collection Forms Model Forms for Services to Students in Special Education Free Appropriate Public Education (FAPE) How Special Education Works Funding Unlocking Federal and State Program Funds to Support Student Success How Special Education is Funded in Washington State How to Apply for Safety Net Funding School Apportionment and Financial Services Individuals with Disabilities Education Act (IDEA) U.S. DOE IDEA website Individualized Education Programs (IEP) All About the IEP Assistive Technology in the IEP Evaluation and IEP Technical Assistance Module Every Minute Counts – Calculating IEP Services to Improve Student Outcomes Literature Review Report – Summary Literature Review Report IEP: Documenting Your Student’s Educational Needs and Services IEP Definition, Membership, Review, and Revision (WAC 392-172A-03090-03110) IEP/IFSP facilitation: Practical Insights and Programmatic Considerations from CADRE IEP Model Forms IEP Training Modules (CPIR) Parent’s Guide to Developing Your Child’s IEP Module: Evaluation and IEP Technical Assistance Module Virtual IEP Meeting Tip Sheet Infographic: Participating in Virtual Meetings Sample Virtual IEP Meeting Agenda Instructional Materials Building the Legacy: A Training Curriculum on IDEA 2004 Described and Captioned Media Program (DCMP) FAQ - NIMAS/NIMAC National Center on Accessible Educational Materials (AEM) National Instructional Materials Accessibility Standard (NIMAS) Procedures Matrix Text Alternatives Washington NIMAS/NIMAC Flowchart Instructional Strategies Center for Applied Special Technology (CAST) Florida Center for Reading Research IRIS Center: Online Learning Modules, Case Studies and More, Funded by the Office of Special Education Programs National Center on Universal Design for Learning Text Alternatives Interagency Agreements (between OSPI and other state agencies) DSHS Agency Agreement (10/2011-9/2021) Amendment to Original Agreement Original Agreement DSHS Division of Behavioral Health and Recovery Agreement (4/16-3/21) OSPI, DSHS-DVR, and DSB Program Agreement (10/17-9/20) Least Restrictive Environment (LRE) Placement/Least Restrictive Environment (LRE) Mediation/Due Process/Resolution Implementation Center for Appropriate Dispute Resolution in Special Education (CADRE) Dispute Resolution Legal Assistance List for Special Education Disputes Mediation in Special Education Sound Options Group Medicaid School-based Health Care Services (SBHS) from the Health Care Authority (HCA) Medication Administration A-Z Index of Health Topics Mental Health HEARD Alliance: K-12 Toolkit for Mental Health Promotion and Suicide Prevention MHTTC Network: National School Mental Health Projects MHTTC Network: Supporting Student Mental Health: Resources to Prepare Educators National Center for School Mental Health (NCSMH) Monitoring Program Improvement in Washington Monthly Update Special Education Update National Information and Technical Assistance Centers Active Implementation Hub American Foundation for the Blind American Psychiatric Association Telepsychiatry Toolkit Center for Applied Special Technology (CAST) Center for Appropriate Dispute Resolution in Special Education (CADRE) Center for Enhancing Early Learning Outcomes Center for IDEA Early Childhood Data Systems Center for Parent Information and Resources Council for Exceptional Children (CEC) Described and Captioned Media Program (DCMP) Early Childhood Technical Assistance Center (ECTA) IDEA Partnership: Collaborative Work of Technical Assistance Providers, and National, State and Local Organizations IRIS Center: Online Learning Modules, Case Studies and More, Funded by the Office of Special Education Programs National Association for the Education of Young Children (NAEYC) National Association of Special Education Teachers (NASET) National Association of State Directors of Special Education, Inc. (NASDSE) National Center on Accessible Instructional Materials (NIMAS) National Center on Disability and Access to Education (NCDAE) National Center on Educational Outcomes (NCEO) National Center on Intensive Intervention (NCII) at American Institutes for Research National Center for Learning Disabilities (NCLD) National Center on Secondary Education and Transition (NCSET) National Center for Special Education Research (NCSER) National Deaf Center National Instructional Materials Access Center (NIMAC) National Post-School Outcomes Center (NPSO) National Technical Assistance Center on Transition (NTACT) OSEP Ideas that Work OSEP’s Results Driven Accountability (RDA) Parent Advocacy Coalition for Educational Rights (PACER) Positive Behavioral Interventions and Supports: Effective Schoolwide Interventions (OSEP Technical Assistance Center) PowerUp What Works State Implementation and Scaling Up of Evidence-Based Practice Center Technical Assistance and Dissemination (TA&D) Network The National Professional Development Center on Autism Spectrum Disorder U.S. Department of Education’s IDEA Nonpublic Agency Current NPAs Nonpublic Agency Application Online Learning for Students with an IEP (including ALE) Alternative Learning Experience Guide to Serving Students with Disabilities iNACOL’s Access and Equity for All Learners in Blended and Online Education SETC’s Equitable Online Learning Paraeducators TAP #6: Paraeducators and Students Eligible to Receive Special Education Services TAP #6 Appendix A: Best Practices for Planning Paraeducator Support Washington State Paraeducator Guidelines and Core Competencies Parent Participation Center for Parent Information and Resources Family Engagement Improving Relationships and Results: Building Family/School Partnerships Parent Advocacy Coalition for Educational Rights (PACER) Parents and Families Washington PAVE Washington State PTA Placement Placement/Least Restrictive Environment (LRE) Special Education Child Count and Placement Data Pre-endorsement Pre-endorsement Waivers Priority Areas OSPI’s Priorities for Improving Outcomes for Students with Disabilities OSPI’s Priorities for Improving Outcomes for Students with Disabilities - Arabic Translation OSPI’s Priorities for Improving Outcomes for Students with Disabilities - Chinese Simplified Translation OSPI’s Priorities for Improving Outcomes for Students with Disabilities - Russian Translation OSPI’s Priorities for Improving Outcomes for Students with Disabilities - Spanish Translation Privacy Forum Guide to the Privacy of Student Information: A Resource for Schools (IES 2006) Prior Written Notice Understanding Prior Written Notice Prior Written Notice About Your Student’s Special Education Program Private Schools Federal Private School Q&A Private School Guidance Chart Procedural Safeguards Procedural Safeguards for Students and Their Families Professional Development Online Professional Development Opportunities – updated March 16, 2020 eLearning for Educators Haring Center at the University of Washington’s College of Education Intensive Intervention in Mathematics Course Content from the National Center on Intensive Intervention (NCII) IRIS Center: Online Learning Modules, Case Studies and More, Funded by the Office of Special Education Programs Learning Forward Special Education State Needs Projects Special Education Support Center Special Education Technology Center Teacher Certification in Washington State WASA Special Education Director Academy Washington State Teacher/Principal Evaluation Project Program Improvement Special Education Program Improvement Records Retention Records Retention Schedule - Office of Secretary of State Reevaluation TAP #5: Evaluation Procedures Under Part B of IDEA Safety Net Safety Net in Washington Services to Age 22 Questions and Answers: Providing Special Education Services Until Age 22 Read the full opinion on the 9th Circuit Court’s website Special Education Advisory Council (SEAC) Special Education Advisory Council (SEAC) Secondary Transition Center for Change in Transition Services Indicator B-13 Data Collection Changes Data Collection PowerPoint Indicator B-13 Survey Results Indicator B-13 Q&A National Technical Assistance Center on Transition (NTACT) Aligning High School and Beyond Plans (HSBP) and IEP Transition Plans Webinars HSBP 101: Increasing Engagement webinar recording(link is external) | PPT Slides HSBP 201: Aligning HSBP and IEP Transition Plans webinar recording(link is external) | PPT Slides Washington Student Achievement Council (WSAC) Webinar: Supporting Students’ Transition-Aligning HSBP’s and IEP Transition Plans(link is external) Guidelines for Aligning High School & Beyond Plans and IEP Transition Plans: CTE Course Sequence 10th Grader Case Study | Webinar Recording(link is external) | PPT Slides WA-AIM Adult Student Case Study | Webinar Recording(link is external) | PPT Slides Special Education Teacher Certification/Endorsement Adding an Endorsement eLearning for Educators Pre-endorsement Waivers Teacher Certification in Washington State Specific Learning Disability Specific Learning Disabilities: Recommendations for Evaluation Policy and Practice Phasing Out Severe Discrepancy for Identification of SLD: Implementation Timeline Identification of Students with Specific Learning Disabilities - State of Washington Severe Discrepancy Tables SLD FAQ Document SLD Fact Sheets for Superintendents and District Administrators | Principals | School Staff | Higher Education Partners | Parents and Families State Forms Federal Data Collection Forms Model Forms for Services to Students in Special Education State Needs Projects Washington Special Education State Needs Projects State Agencies and Organizations Association of Washington School Principals Braille Access Center/Instructional Resource Center Website Learning Disabilities Association of Washington Professional Educator Standards Board (PESB) Special Education Support Center (SESC) Special Education Technology Center State Board of Education (SBE) Washington ASCD Washington Assistive Technology Act Program Washington Association of School Administrators (WASA) Washington Education Association (WEA) WA Learning Forward Washington PAVE WA Speech and Language Association Washington State Department of Children, Youth & Families (DCYF) Washington State Department of Services for the Blind Washington State Medical Home Partnerships Project Washington State PTA Washington State School Directors’ Association (WSSDA) Surrogate Parent Appointment, Training, and Role of Surrogate Parents The Role of the Surrogate Parent - Template for School Districts Technical Assistance Papers TAP #1: The Individuals with Disabilities Education Act: A Review of the Basics TAP #2: Discipline Requirements for Students Who Receive Special Education Services TAP #4: Information Regarding How the Health Insurance Portability and Accountability Act of 1996 (HIPAA) Affects School Districts When Requesting Medical Records TAP #5: Evaluation Procedures Under Part B of IDEA TAP #6: Paraeducators and Students Eligible to Receive Special Education Services TAP 6 Appendix A: Best Practices for Planning Paraeducator Support Technical Assistance and Helpful Links Evaluation and IEP Technical Assistance Module See National Information and Technical Assistance Centers Technical Assistance by Indicator Traumatic Brain Injury (TBI) Brain Injury Alliance Washington (BIAWA) Return to School - WA The Teach TBI Project Final Report: Washington State Needs-Assessment of Traumatic Brain Injury in Public Schools Universal Design for Learning (UDL) The Center for Universal Design in Education Novak Education The UDL Guidelines from CAST Washington Access to Instruction & Measurement (WA-AIM) 1% Alternate Assessment Cap WA-AIM WA-AIM Access Point Frameworks linked to CCSS and CCEE in Mathematics, English Language Arts, and Science Washington Administrative Code (WAC) Rules and Regulations of the State Board of Education (Title 180 WAC) Rules for the Provision of Special Education (WAC Chapter 392-172A) Washington State Schools Washington School for the Deaf (WSD) Washington State School for the Blind (WSSB)

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Mouth Stick and Head Pointer for Computer Access

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O. Accessibility

12. Assistive Technologies

Page Index

We have illustrated many types of assistive technologies for those with motor disabilities on earlier pages. Here we will present a few more (although this list is not complete) and review others we touched on earlier. Designers do not need to know everything about every kind of motor disability or assistive technology in order to design Web content accessible to this population. Despite the broad range of motor disability types, many of them result in similar technological needs with regard to computer access. Some of the more common types of assistive technologies for people for motor disabilities are found below.

a. Mouth Stick

A mouth stick is just what its name implies: a stick that is placed in the mouth. Due to its simplicity and low cost, the mouth stick is one of the most popular assistive technologies (though the word "technology" may a bit of an overstatement in this instance). In many cases there is a rubber tip at the end of the mouth stick to give the tip better traction, and a plastic or rubber feature at the other end that the person inserts into the mouth. Someone with no use of the hands could use a mouth stick to type and perhaps to manipulate a trackball mouse, depending on the amount of control that the person has with the mouth stick, and on the amount of patience that the person has if these movements are difficult.

b. Head Wand

Head wands are very similar in function to mouth sticks, except the stick is strapped to the head. A person moves the head to make the head wand type characters, navigate through Web documents, etc. Fatigue can be an issue when a lot of keystrokes are required in order to accomplish a task. The photo is of a quadriplegic person using a special keyboard ( IntelliKeys - External Link ) that comes with standard overlays featuring large, well-spaced keys in high contrast colours to make it easy for students to locate letters and numbers. Each keyboard configuration facilitates different physical and cognitive access.

c. Single-switch Access

People who have very limited mobility use this type of device. If a person can move only the head, for example, a switch could be placed to the side of the head that would allow the person to click it with head movements. This clicking action is usually interpreted by special software on the computer, allowing the user to navigate through the operating system, Web pages, and other environments. Some software facilitates the typing of words by using an auto-complete feature that tries to guess what the person is typing, and allowing the person to choose between the words that it guesses.

d. Sip and Puff Switch

Sip-and-Puff (or Sip 'n' Puff - SNP) technology is a method used to send signals to a device using air pressure by "sipping" (inhaling) or "puffing" (exhaling) on a straw, tube, or "wand." It is primarily used by people who do not have the use of their hands and is commonly used to control a motorized wheelchair or to navigating a computer. Mouth-controlled Joysticks provide people with quadriplegia a simple and effective way to control mouse movement. The hardware can be combined with software that extends the functionality of this simple device for more sophisticated applications.

e. Oversized Trackball Mouse

A trackball mouse is not necessarily an assistive technology - some people without disabilities simply prefer it to the standard mouse - but it is often easier for a person with a motor disability to operate than a standard mouse. Someone may, for example, use a trackball mouse in conjunction with a head wand or mouth stick. It is relatively easy to manipulate a trackball with these devices and much harder to manipulate a standard mouse. Someone with tremors in the hands may also find this kind of mouse more useful because once the person moves the mouse cursor to the right location, there is less danger of accidentally moving the cursor while trying to click on the mouse button. A person with tremors in the hands could also manipulate the trackball mouse with a foot, if there is enough motor control in the feet.

f. Adaptive Keyboard

In cases where a person does not have reliable muscle control in the hands for precision movements, an adaptive keyboard can be useful. Some adaptive keyboards have raised areas in between the keys, rather than lowered areas, to allow the person to first place the hand down on the keyboard, then slide the finger into the correct key. A person with tremors, or spastic movements could benefit from this type of keyboard. Keyboard overlays are also available as an adaptation to standard keyboards, which achieve the same results. In some cases, adaptive keyboards come with specialized software with word-completion technology, allowing the person to type with fewer keystrokes, since typing can be rather laborious and slow otherwise.

A Web-based word on-screen keyboard with word completion technology (it is interactive) can be found at http://www.enetplanet.com/kb_fr/ - External Link . In nearly all cases, people who need this technology will have it installed on their own computer, rather than using a Web-based version, but an online version can be useful when users are away from their regular computer. It can also be a useful tool to help developers understand how this particular type of technology works.

g. Eye-tracking

Eye tracking devices can be a powerful alternative for individuals with no control, or only limited control, over their hand movements. The device follows the movement of the eyes and allows the person to navigate through the Web with only eye movements. Special software allows the person to type, and may include word-completion technology to speed up the process. These systems can be expensive - usually in the thousands of dollars - so they are less common than the less sophisticated devices, such as mouth sticks and head wands.

However, the device pictured right is a prototype that we introduced you to previously in Section O-11 under "Multiple sclerosis." This device may be manufactured for less than $100 with a few readily available components, so may soon become more much "accessible" (to use a pun) for those who require this type of device. Below is a video of Steve using the device to play Pong to see how effective this device can be (we have used this demonstration earlier).

h. Voice Recognition Software

Another alternative is to install software that allows a person to control the computer by speaking. This assumes that the person has a voice that is easy to understand. Some people with motor disabilities - those with cerebral palsy in particular - may have a difficult time speaking in a way that the software can understand them, since the muscles that control the voice are slow to respond, and speech is often slurred, despite the fact that these people do not have any slowness in their mental capacity.

i. Other Assistive Technologies

The assistive technologies listed above are some of the more prevalent technologies, but there are literally thousands of products available for a wide range of motor disabilities. Despite this wide variety, there is one key point to keep in mind:

Knowing this, developers can focus on making their content accessible to the keyboard, and ensure that the site is navigable with as few keystrokes as possible.

O. Accessibility
11. An introduction to Motor Disabilities

Top

O. Accessibility
13. Designing for Motor Accessibility

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O. Accessibility: 12. Assistive Technologies

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Page Index We have illustrated many types of assistive technologies for those with motor disabilities on earlier pages. Here we will present a few more (although this list is not complete) and review others we touched on earlier.

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Shop Best Buy for Apple iPad Pro with Retina Display. Shop for iPad Pro accessories too, like the Apple Pencil and Smart Keyboard.

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Here are a few ideas to get us started: What do you think about a wheel chair mounted stand for an ipad, using a head pointer/wand, and the ipad screen reading software?

The mounted stand would lift and hold the ipad at eye level for Michael. The ipad pro has a 13 inch screen that can also be zoomed to make visuals large enough for Michael to see, in addition to it's screen reading capabilities. Finally, trying the head wand (he has strong neck control) to operate the touch screen ipad. This allows Michael's hand strength to be saved so he can operate his chair.

Here are some links to the equipment. Let me know what you think, and I'm looking forward to hearing your feedback and new ideas.

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Hi Team,

Let's use this bulletin board to collaborate on resources that could support a response mode for Michael.