The federal definition of assistive technology (AT) is: ...any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities [20 U.S.C. Chapter 33, Section 1401 (25)].
Within the school setting, assistive technology encompasses tools that allow students to access their education. CVUSD is a 1:1 laptop district. Students in elementary and middle schools are issued Chromebooks, while students are our high schools use Windows-based laptops. These laptops have built-in accessibility features for text-to-speech (TTS) and speech-to-text (STT). Additionally, we have a district-wide prescription for audiobooks through Learning Ally, Sora, and EPIC. Our district provides TTS, STT, and audiobooks as Tier 1 support for all students.
IEP teams must consider whether AT would be beneficial for every student who is eligible for an IEP. However, not every student who uses AT will require an AT assessment or consultation. AT is the only related service that does not require an assessment to add services. AT consultation and devices are considered "accommodations" on a student's IEP and can be added by the team after consulting with an AT specialist. The team may add Assistive Technology services without an assessment; however, when a student's needs are complex, an AT assessment may be warranted.
If you observe that your student requires more specialized tools or may require an AT assessment, then please fill out the AT Tool Screening Form.
Parents: Provide input about how their child learns, including their strengths and challenges. An IEP team cannot match technology to the child without knowing the child.
General Education Teachers: Are responsible for understanding and teaching students to use the "Tier 1" of technology support. This includes STT, TTS and audiobook tools.
IEP Case Managers: Are responsible for leading the discussion about AT that must take place (per IDEA) at every IEP, and appropriate documentation.
Special Education Teachers: Are responsible for recognizing the need for high-incidence AT supports such as text-to-speech and speech-to-text, teaching students to use them, and monitoring how the tools affect the student's progress toward their IEP goals.
Special Education Teachers, SLPs, OTs, PTs, School Psychologists, Behavior Specialists: Are responsible for assessing all areas of special education need, which provides the information necessary to select appropriate AT supports. They are responsible for recognizing potential needs for low-incidence AT supports such as AAC devices, computer access needs, or in cases where a communication impairment impacts the ability to use speech-to-text.
AT Specialists: Are responsible for providing training and capacity building throughout the district through staff and IEP team coaching and resource dissemination on a Tier 1 level. We also support the IEP team's decision-making process by making purchasing recommendations to the Program Specialists and by repairing and replacing devices when needed. In more complex cases, we provide assessments and direct services (Tier 3).
I have created the following resources to assist you with common questions about AT in CVUSD:
How to set up Text-to-Speech and/or Speech-to-Text for Chromebooks
Bookshare (for all students who have a 504 or IEP)
Additional AT Tutorials
Other AT specialists around the country have put together a document with ideas of how to provide access to distance learning for all.
Speech Recognition as AT for Writing - A Guide for K12 Education
Bugaj, C. & Darr, S. (2010). The practical (and fun) guide to assistive technology in public schools. Eugene, Or: International Society for Technology in Education.
Bugaj, C. (2018). The new assistive tech : make learning awesome for all. Portland, Oregon: International Society for Technology in Education.
Cook, A. & Polgar, J. (2015). Assistive technologies : principles and practice. St. Louis, Missouri: Elsevier/Mosby.