Tactile Ruler

A measuring tool with enhanced visual or tactile features, such as sticky dots or chenille wire, to emphasize numerical values found on a ruler.

AT Category: Academic
- Math

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.
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.
Teachers of Students who are Deaf or Hard of Hearing (TODHH): A TODHH is trained to facilitate the academic, social, and linguistic development of students who are deaf or hard of hearing, ages birth to 21 years. They possess expertise in a range of communication modalities, including American Sign Language (ASL), English-based manual-visual languages, and spoken language. TODHHs assess individual student needs, develop tailored instructional plans, and collaborate with other professionals to ensure inclusive learning environments. They employ adaptive teaching strategies, assistive technologies, and specialized curricula to optimize students' educational experiences and promote their overall success in academic and social settings.

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

Measuring length of an object

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

A tactile ruler can be incredibly helpful for students with visual impairments or other disabilities that affect their ability to see standard rulers and helps develop tactile and spatial skills. Here are some ways a tactile ruler could be used as assistive technology:

Measuring: Students can use the tactile markings on the ruler to accurately measure lengths of objects without relying on sight. The tactile markings can be raised or textured to indicate different units of measurement.
Mathematics: In math classes, tactile rulers can assist students in learning concepts such as addition, subtraction, multiplication, and division involving measurements. They can physically feel the intervals on the ruler, aiding in understanding mathematical operations.
Drawing and geometry: Tactile rulers can help students with disabilities to draw straight lines or geometric shapes with precision. The tactile markings can guide them in creating accurate diagrams and graphs.
Independence: By providing a tactile reference, the ruler promotes independence, allowing students to complete tasks without constant assistance from others.
Spatial awareness: Using the tactile ruler, students can develop a better understanding of spatial relationships and measurements, which can be crucial in various subjects and daily activities.
Inclusive learning: Having tactile rulers available in the classroom promotes inclusive learning environments, where students with visual impairments can participate fully in activities alongside their peers.
Braille integration: For students who are proficient in braille, the ruler could include braille labels or markings, enhancing accessibility and usability.