Based on the mandates of the Individuals with Disabilities Education Act(IDEA, assistive technology devices and services must be considered for all students with disabilities in the development of the Individualized Education Program (IEP). This module will assist educational professionals and IEP team members in considering and determining student needs for assistive technology. More specifically, this module will describe the difference between AT consideration and AT assessment as well as how the IEP team documents AT consideration on the Special Instructional Factors page of the IEP.
When addressing AT consideration within the IEP process, it is important to realize that consideration is by nature, a brief process conducted within the development of every IEP. Therefore, there should be at least one person on the IEP team who has some knowledge about AT. AT consideration requires that the team participate in a decision-making process to facilitate the student's access and progress in the general curriculum. Prior to AT consideration, the educational team must:
Clearly identify the unique needs of the student and
Identify the tasks to be performed in the educational program.
To meet the intent of the IDEA 2004, the IEP team needs to ask, "Does the student need AT to meaningfully participate and progress in the general curriculum?" The practical questions to be answered here are as follows:
"What is it that we expect the student to be able to do in the educational program that he/she is currently unable to do because of his/her disability?" and
"Would AT provide a solution for that?"
Navigate/access the school environment?
Communicate?
Hear?
Participate socially?
Physically access print materials?
Decode/comprehend print materials?
Produce written material?
Access the computer?
Do math work?
Organize and study?
Take state and local tests?
Participate in recreation/physical education?
Participate in student activities?
Support vocational interests, work skills?
If instructional technology is available for use in the general education classroom, is it considered assistive technology for the purpose of completing the IEP? Sometimes, a student will require the use of instructional technology throughout his school day. To be sure that the necessary technology is readily available when the student needs it throughout the day and in multiple environments, it is sometimes necessary to include the technology on the IEP. In this case, the instructional technology could be considered assistive technology for the student.
While AT consideration is generally a brief process, an AT assessment implies a more in-depth look at the student's abilities and needs for AT. The IEP team often knows a student best with respect to what she is doing, what she is capable of doing, and what is needed or what is missing in the student's current educational environment. While the actual AT solution may not be known, the IEP team may recognize that a need is not being met and should seek further information regarding available solutions/tools.
The decision to complete an assessment that extends beyond the immediate IEP meeting must also be written into the IEP document as a service, indicating the areas of concern that will be explored. The existing IEP team may complete the assessment procedures; however, if knowledgeable resource persons are not presently on the team, outside professionals may need to be contacted.
Examples of tools that can guide the assessment include SETT (the Student, Environment, Task, Tools); the ASNAT Manual (Assessing Student Need for Assistive Technology) from WATI (Wisconsin Assistive Technology Initiative); GPAT (the Georgia Project for Assistive Technology); and the Valdosta State University Assistive Technology Resource Bank.
What are three AT consideration decisions that an IEP team can make?
AT is not needed. The student is making adequate progress with the available instruction and interventions. Indicate "no."
AT is needed. Indicate "yes" and describe in the IEP how, when, and where the new or current devices and services will be provided.
AT is needed, but the IEP team is unsure of what devices and services are most appropriate. Indicate "yes," and the team will decide the areas on which AT will be tried and then gather data to determine the best solution. The team may explore resources within or from outside the district to adequately assess the student's needs for AT. In the IEP document, describe the need for an AT assessment as a service.