Stylus

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Pen-like object used to point, select, and navigate electronic text. It is often considered an alternative to a fingertip touch and provides precise line work and legible lettering.

  • Academic
    • Writing

Low 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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  • 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.

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

Fine motor skills

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

A stylus can be a highly useful assistive technology tool for students, particularly those with certain learning disabilities, motor skill challenges, or those who simply prefer handwriting over typing. Here are several ways a stylus can assist students: 

  • Note-taking: Using a stylus, students can take handwritten notes directly on digital devices such as tablets or touchscreen laptops. This can be especially beneficial for students who find typing cumbersome or who prefer the tactile experience of handwriting. 
  • Drawing and diagramming: For subjects like math, science, or art, a stylus can facilitate the creation of diagrams, graphs, and illustrations directly on digital platforms. This can be particularly helpful for students who struggle with fine motor skills or who have difficulty using traditional drawing tools. 
  • Annotating documents: With a stylus, students can annotate digital documents, PDFs, and e-books, making it easier to highlight important information, jot down thoughts, and make connections between concepts. This can enhance comprehension and retention of material.

Resources and Training

CFR 300.324(a)(2)(v) requires the Admission Review and Dismissal (ARD) committee to consider whether a child needs assistive technology devices and services in the development, review, and revision of their IEP. This resource is intended to serve as a repository of the most commonly used AT resources to assist users with understanding the purpose of each AT tool, aspects of use for consideration within IEP development for students, and additional AT implementation resources.

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