ASSISTIVE TECHNOLOGY
The AT Referral is used to initiate a request for an assistive technology device or service. This process provides a means for the IEP team to access the input of an individual who has received additional professional development in the area of AT that is specific to the student’s area of need.
A request for AT device or service is typically initiated for one of the following reasons:
Information or assistance: In considering a student’s need for AT in the development of an individualized education program (IEP), the IEP team needs additional information or assistance to complete the consideration process.
Inadequate progress: An IEP team member identifies a concern for a student’s progress in the goals and/or objectives that includes the use of an AT device.
Transfer Student - A student transfers into Cincinnati Public Schools from another school district or other instructional setting with an AT device documented in the student’s IEP developed in the previous instructional setting.
To request an AT device or service, the IEP team completes the AT Referral. The intervention specialist will request consent and document this consent on a CPS-2 form, and submit this form as part of the referral packet. Once the completed referral packet is received, a member of the AT Support Team will contact the intervention specialist to request more information, schedule a consult, and/or schedule a Collaborative Educational Problem Solving Assessment utilizing the SETT Framework. The SETT Framework is a tool that helps teams gather and organize information that can be used
to guide collaborative decisions about services that foster the educational success of students
with disabilities. SETT is an acronym for Student, Environments, Tasks and Tools. The SETT Framework is based on the premise that in order to develop an appropriate system of Tools (supports –devices, services, strategies, accommodations, modifications, etc.) teams must first develop a shared understanding of the student, the customary environments in which the student spends time, and the tasks that are required for the student to be able to do or learn to do to be an active participant in the teaching/learning processes that lead to educational success. It is a framework that matches the needs of the individual to appropriate tools in targeted educational environments to accomplish targeted tasks. Use of the SETT Framework is generally considered the national standard for considering assistive technology.
A school team uses the SETT framework to understand the needs of a student and set priorities for what to try. If a school team requires support from the AT Support Team, the school team completes the AT referral. When a school team asks for AT support at this stage of the process, an AT support team member will facilitate the meeting. At the end of the meeting, the team will often set up a technology trial period. The team discusses which tool they feel will be the best match to the student's needs, and identifies a tool to trial first. It is common that lower technology tools are recommended to be tried first, as they are often easier to implement, before trialing a higher technology tool. The team documents the tool/strategy to be trialed and the details of the plan for the trial. Assistive technology service providers may provide training for school teams to support the trial. Data is collected during the trial(s). The team has a follow up meeting to evaluate the data and determine if the tool is meeting the student's needs, if it needs further customization, or if another tool might be more appropriate. Once a tool is determined to be a good fit to the student's needs, it is then incorporated into the individual Educational Plan (IEP). The Collaborative Education Team Problem Solving Assessment is ongoing . The frequency with which the team needs to meet to collaborate on this varies based on individual needs of the student. This process is conducted to make sure the tools/strategies are continuing to meet the student's needs.
The recommendations from this framework may include:
Instructional modifications or accommodations
Instructional strategies
Assistive technology devices
The recommendations are implemented by the school team supporting the student. Assistive technology service providers may provide training for school teams. Assistive technology devices are provided through the Department of Student Services. Recommendations for assistive technology devices include to the greatest extent possible a range of supports including no tech and low tech supports to provide backup supports for the student when more advanced technology resources may be inoperable or inaccessible.
Assistive Technology in the IEP
When assistive technology is considered in the IEP process and determined to be necessary for the student to receive FAPE, the IEP team can provide the assistive technology as:
Part of the special education
When assistive technology is provided as a part of the special education services a child receives, it is included as a condition to at least one of the child’s instructional objectives demonstrating the need for this device to support the student to receive FAPE. It is implemented by the classroom personnel.
A related service
When assistive technology is provided as a related service, it is documented in the IEP as a specific support/service to be provided under the appropriate related service that supports the area of need. For example, if assistive technology in the area of communication skills is needed as a related service, it is provided by the speech therapy services provided at the school site. If assistive technology in the area of written production skills is needed as a related service, it is provided by the occupational therapy services provided at the school site. If assistive technology in the area of computer access skills in needed as a related service, it is provided by the occupational therapy or physical therapy services provided at the school site. These related services are only needed when required for the student to benefit from special education. The device/service is implemented by the classroom personnel with the support of the related service provider specified through the IEP process and the recommendations of a qualified professional (e.g. SLP, OT, PT).
As supplementary aids and services
When assistive technology is provided as supplementary aids and services, it is identified as an accommodation the student uses to access the curriculum demonstrating the need for the device/service in order for the student to receive FAPE. It is implemented by the classroom personnel.
Julie Bassett
bassetj@cps-k12.org
Jacobs Center
Voice Mail: 513-363-5360
Cell Phone: 513-330-3384
Fax Number: 513-363-5340