Slant Board

Typically consists of a flat surface mounted on an adjustable stand that can be tilted at various angles to provide an inclined writing or reading surface, equipped with clips or anchors to secure materials like paper and books. They are available in various sizes and angles, with some offering adjustable features.

AT Category: Academic
- Fine Arts
- Reading
- Writing
AT Category: Access
- Physical
AT Category: Executive Functioning
- Self-regulation
- Study Aid

Low - Mid Tech

Considerations

Take the following considerations into account when selecting and implementing AT to ensure that the chosen tools are well-suited to the student’s needs, align with their goals, and seamlessly integrate into their educational journey. By embracing a collaborative approach and considering the specific skills, tasks, and implementation context, educators can provide students with the necessary support to thrive academically and functionally, promoting inclusivity and fostering their overall success.

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Physical Therapist (PT): A PT may be a member of the multidisciplinary team that evaluates or reevaluates students suspected of having a disability and participates as an Admission, Review, and Dismissal (ARD) committee member in writing the Present Levels of Academic Achievement and Functional Performance (PLAAFP), drafting annual goals, and recommending assistive technology services and/or the related service of physical therapy. A PT may provide services that are academic and/or functional in nature depending on the age or grade-level of the student's curriculum. Physical therapy in schools primarily addresses gross motor skills of students, and may include exercises designed to develop strength and endurance, range of motion, and flexibility. The PT may be a member of the LEA assistive technology (AT) team.
Occupational Therapist (OT): An OT may be a member of the multidisciplinary team that evaluates or reevaluates students suspected of having a disability, including dysgraphia, and participates as an Admission, Review, and Dismissal (ARD) committee member in writing the Present Levels of Academic Achievement and Functional Performance (PLAAFP), drafting annual goals, and recommending assistive technology services and/or the related services of occupational therapy. An OT may provide services that are academic and/or functional in nature. Examples are graphomotor skills needed for handwriting; fine motor skills which include small, finely coordinated hand movements; visual perceptual skills which include the ability to understand and interpret what is seen; visual motor skills which include the ability to coordinate visual and motor skills; and/or self-care skills which include feeding, dressing, hygiene, and toileting skills for increasing independence in necessary life skills. The OT may be a member of the Local Education Agency (LEA) assistive technology (AT) team.
Recreational Therapist (RT): An RT is a healthcare professional who utilizes recreational activities, leisure pursuits, and therapeutic interventions to improve the physical, cognitive, emotional, and social well-being of individuals with disabilities, injuries, illnesses, or other health conditions. RTs in Texas adhere to state guidelines, which may include licensure requirements, scope of practice regulations, and ethical standards, ensuring the delivery of effective and ethical care to their students.
Teacher of Students with Visual Impairments (TVI): A TVI is a licensed teacher who has received specialized training and certification in meeting the educational needs of students who have visual impairments ages birth to 21 years. This role may involve adapting teaching methods and materials to accommodate the unique needs of students with varying degrees of vision loss. They are skilled in using and teaching students to use assistive technologies such as screen readers, braille displays, and audio books.

Skills and Tasks What skills or tasks will the student utilize this tool for? What areas, functional or academic, does this tool support?

Develop handwriting
Complete writing assignments
Develop pre-writing skills
Support visual impairments
Accessing writing/drawing surfaces
Reading
Print production

Implementation Context In what activities, classes, or environments will the student utilize this tool?

Designed to assist individuals, particularly those with physical disabilities, low vision, or sensory processing issues, in maintaining an optimal posture and positioning while reading, writing, reducing glare, or engaging in other classroom activities.

Here's how slant boards can help:

Improves posture: Slant boards tilt reading materials upward which encourage users to sit up straighter and maintain a more ergonomic posture, reducing strain on the neck, shoulders, and back.
Enhancing access to reading material: Slant boards provide a stable surface for positioning reading materials at an optimal angle for viewing. This can make it easier for low vision individuals to focus on text, diagrams, or other visual content without having to hold materials at uncomfortable angles or struggle with unstable surfaces, reducing eye strain and fatigue.
Enhances handwriting and drawing skills: The slanted surface promotes proper wrist positioning and arm movement, making it easier for students to write, draw, or trace shapes with greater control and accuracy.
Increases attention and focus: By providing a more comfortable and conducive workspace, slant boards can help students stay focused and engaged for longer periods, improving concentration and productivity.
Assists with fine motor skills: For students with fine motor challenges, the angled surface can make it easier to manipulate writing utensils or other classroom materials, fostering independence and confidence.
Reduces glare: By angling reading materials on a slant board, individuals can adjust the position to minimize glare from overhead lighting or natural sunlight. This can be particularly beneficial for individuals with light sensitivity or those who experience discomfort or visual distortion due to glare.