Start with a task that is difficult to complete and ask the person what would help. Compare built-in preferences, assistive tools and practical support, then try a small change in the actual setting and keep a way to ask for assistance.
Evidence checked October 17, 2026 (America/Denver). Version 1.0. Original-source desk review; no practical testing.
What this guide helps you do
An end-user access and support-planning guide. It is not a clinical recommendation, prescribed device, conformance audit or legal determination. No assistive-technology session, program visit, device loan or interface test was performed.
Describe the person’s task and barrier
Ask what the person wants to do, which step becomes difficult and how they prefer to receive information and provide input. Consider the device, interface, language, environment, fatigue and available help without assuming that one diagnosis determines a tool. Record a concrete task such as reading a notice, filling a form or joining a call. Let the person’s priorities guide the comparison.
Look for a suitable approach before buying
WAI distinguishes assistive technologies from adaptive strategies that use ordinary settings and preferences. Possible approaches include text size, captions, magnification, a screen reader, speech input or a different input device. These are options to investigate, not interchangeable solutions or proof of suitability. Find the current official instructions for the actual device/software, and consider how a change affects the rest of the task. Source: W3C WAI tools and techniques for using the web.
Check the full access arrangement
Record compatibility, installation permission, language support, account needs, connectivity and any recurring cost. WAI notes that affordability, unavailable tools and lack of configuration knowledge can all prevent access. A listed feature does not establish that a particular site, document or meeting works with it. Include a way to ask the service provider for usable information or support when the interface remains a barrier. Source: W3C WAI tools and techniques for using the web.
Find help that matches the question
A digital navigator may help with connectivity, devices and skills over time; NDIA describes that model but does not establish a local appointment or specialist assessment. For assistive-device questions in Colorado, CIDE’s program page offers a route to ask about demonstrations, clinical services and loans. Confirm which route fits the person’s goal and what eligibility, appointment, cost and travel conditions apply. Source: NDIA Digital Navigator Model. Source: Colorado Assistive Technology Act Program gateway.
Distinguish a demonstration from a loan or assessment
CIDE describes guided demonstrations by appointment and a separate specialist clinic. Its children’s loan route works through relevant programs/consultants, while adult kit access is described through eligible organizations. Ask directly what can be tried, for how long, with what support and under whose arrangements. Do not assume that a demonstration establishes an individual right to borrow a device or that all services are free. Source: Colorado Assistive Technology Act Program gateway.
Try the actual task and keep a support record
With permission and appropriate help, make a modest change and try the intended task using non-sensitive material where practical. Record whether the person can complete it, the help required and any remaining barriers. Preserve the starting settings or a suitable way to reverse the change. Ask what felt useful to the person, then revise the arrangement and record the support contact and review point. A successful example has the scope of that particular task.
A record you can use
| Record | What to write down |
|---|---|
| Task and preferences | Person’s goal, difficult step, preferred input/output, language and setting. |
| Candidate approach | Built-in feature or assistive tool, current instructions and changes to try. |
| Practical conditions | Compatibility, permissions, language, accounts, connectivity and cost. |
| Support route | Named provider, capability confirmed, appointment, eligibility and questions. |
| Trial arrangement | Demo/loan/assessment distinction, actual device, duration, support and safe reversal. |
| Task result and follow-up | Observed completion, help, remaining barriers, person’s view and next review. |
Learning route
- Ask: Name the task and the person’s needs.
- Compare: Check features and practical conditions.
- Arrange: Confirm suitable help and access.
- Try: Observe the task and retain support.
Checklist
- The person’s own goal and preferences lead.
- The approach has current device/software instructions.
- Compatibility and practical barriers are recorded.
- Support capability and program conditions are confirmed.
- A demo, loan and assessment are treated separately.
- The person’s task result and follow-up are documented.
Resources and their limitations
W3C WAI tools and techniques for using the web
W3C WAI tools and techniques for using the web — W3C Web Accessibility Initiative
Use. Use the overview to name an access barrier and a possible approach, then consult current device/software documentation and suitable support to try it for the intended task.
Access and cost. Public reading; actual software support, equipment, storage, training and services may have separate costs.
Review and limits. Overview only; linked technique pages and customization tutorials were not reviewed. Examples are not a prescription or guarantee that a particular interface works with an assistive technology. No screen-reader, keyboard-only, magnification, speech-input or other access trial was performed. This is not a conformance or legal assessment.
NDIA Digital Navigator Model
NDIA Digital Navigator Model — National Digital Inclusion Alliance
Use. Ask an actual local provider whether it offers ongoing support for the intended task, which accessibility needs it can address and how follow-up is arranged.
Access and cost. Public reading; actual software support, equipment, storage, training and services may have separate costs.
Review and limits. A service model rather than a verified local appointment, eligibility result, free device or specialist assistive-technology assessment. Linked training, dates, prices and toolkit files were not evaluated. The page identifies CC BY-NC-SA 4.0 for its materials; templates are not copied.
Colorado Assistive Technology Act Program gateway
Colorado Assistive Technology Act Program gateway — CU Denver Center for Innovative Design and Engineering
Use. Contact the program about a specific task and access need. Ask which demonstration, clinical or loan route applies and confirm appointments, eligibility, costs and practical arrangements.
Access and cost. The gateway describes demonstrations as free by appointment. Clinical assessment, equipment, loans, travel and other services require separate confirmation; no quote or eligibility determination obtained.
Review and limits. Program gateway reviewed, not a booking or clinical recommendation. The page distinguishes general demonstrations, clinical services, children’s program-mediated loans and adult organizational access to kits. These routes do not establish unrestricted borrowing or free assessment for everyone. No device, clinic service, loan inventory, funding application or visit was tested.
Historical starting point
The Spring 1969 Eye and Brain entry values clear writing, illustrations and diagrams in a book about perception. Today’s built-in access features, assistive technologies and individualized support are explicit extensions. Historical perceptual experiments and neurological assertions are not adopted as clinical guidance or accessibility standards. Locator: Whole Earth Catalog — Spring 1969, PDF page 71, printed page 69.
Related guides
- Accessible and inclusive communication
- Network access and shared infrastructure
- Choosing and maintaining computers
Last substantive desk review: October 17, 2026. Sources retain their own dates and geographic limits. Local services and individual products require a fresh check at the time of use. For a correction, retain the page title, source and passage in question.
