Assistive Technology Tools: Define a Need, Find a Design and Test It - Yenra

Describe one activity before choosing a device

Ask the intended user what they want to do, what already works and where the difficulty occurs. Agree on how they prefer to communicate and whether they want a prototype at all. Let them decide which observations, photographs or personal details may be shared with the project team.

Write a brief statement: “I want to do [activity] in [place], using [current method]. The difficult part is [specific step]. A useful improvement would be [observable result].” Include the conditions: desk height, available space, reach, lighting, fatigue, storage and assistance. A diagnosis alone cannot specify those requirements.

For a classroom project, make the person a collaborator with choices throughout the work. Assign students to document requirements, compare options and respond to feedback. Their learning should come from the collaboration and the design problem, without asking someone to stand in for every person with a similar disability.

Look for an existing solution and a way to try it

The Administration for Community Living's assistive technology overview includes both simple tools and more complex devices, along with services such as assessment, customization and training. U.S. State AT Programs provide demonstrations and short-term device loans; ask the local program which options and eligibility rules apply.

• Change the task or setting: could repositioning the item, changing its height or choosing a different input method address the problem?
• Try a commercial tool: check size, grip, cleaning, replacement parts and return arrangements with the supplier.
• Adapt a documented design: inspect its intended use, materials, assembly instructions, version and known limitations.
• Develop something new: agree on the additional testing, support and skills required before committing.

Makers Making Change's community process connects device requests with volunteer makers. Its instructions explain agreeing on materials, shipping and timing before a build. Check the specific design and current request process; a library listing does not establish that an item suits a particular person.

Plan a small, informative trial

1. Agree on the task. Choose a short, ordinary activity that the person wants to try. Establish a comfortable stopping point.
2. Check the prototype first. Review its intended use and condition with someone competent to assess the design. Resolve sharp edges, loose parts or other evident problems before use.
3. Record the starting method. Note what help, effort or setup it requires. Let the user define which aspects matter.
4. Change one feature. Compare grip shape, angle or placement while keeping other conditions similar. Avoid a long sequence of tiring trials.
5. Ask for interpretation. Record the person's preference, discomfort, unwanted tradeoffs and whether the improvement matters in their routine.

Stop when the person asks, or when a problem or discomfort appears. Refer questions about physical function, positioning or suitable equipment to the relevant professional. A classroom prototype should not become someone's only available way to complete an essential task.

Use the result to make a decision

Keep results descriptive: who tried which version, under what conditions, with what assistance. One person's successful trial supports a decision for that situation; broader claims need broader evidence.

Use the design and trial brief (plain text) to record the agreed goal, options, trial and next action. It includes the invented example and fields you can edit.

Make the tool maintainable

Before handing over a finished item, record its design/version, intended use, materials, supplier or maker contact, and the instructions that apply. Demonstrate setup and care in the user's preferred format. Agree who will address repairs and when to review whether the tool still fits the activity.

Invite the person to decline, return or change the tool. A successful project may conclude that an existing product or environmental change is the most useful choice. For wheelchair or scooter needs, use the separate mobility assessment preparation guide. For building skills with a new tool, see choosing useful assistive technology training.