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Assistive Technology (AT) & the IEP: Frequently Asked Questions
Assistive Technology (AT) & the IEP: Frequently Asked Questions
The FAQs are for DCSD school teams on how to effectively and accurately document assistive technology within a student's Individualized Education Program (IEP).
1. Where should assistive technology be documented in the IEP?
1. Where should assistive technology be documented in the IEP?
AT is generally considered an accommodation and must be documented in four essential places within the IEP:
Present Levels of Performance: To document current use of equipment or software.
Consideration of Special Factors: To indicate if the student requires AT devices or services.
Accommodations: To list specific AT systems or devices.
State and District Assessments: If the student requires AT for testing.
2. Can I add SWAAAC as a direct service on the IEP?
2. Can I add SWAAAC as a direct service on the IEP?
No. SWAAAC should not be listed as a service on the IEP because they do not provide direct services to students. SWAAAC supports school teams through equipment, software, consultation, and coaching. To receive support from SWAAAC, please fill out a support request form, and a SWAAAC representative will contact your school team. It is the responsibility of the school team to implement AT and Universal Design for Learning with their students.
3. Why is it important to avoid using brand names in the IEP?
3. Why is it important to avoid using brand names in the IEP?
Do not use brand names (e.g., use "text-to-speech" instead of "Google Read&Write"). Naming a specific product "locks" the student into that device, which may become obsolete or inappropriate for a different task. Describing the function of the technology allows the team the flexibility to use the most appropriate tool for the task at hand.
4. How do I describe AT using functional language?
4. How do I describe AT using functional language?
Focus on what the technology does for the student. Examples include:
Instead of "LAMP" or "TouchChat": Use "electronic tablet with communication application".
Instead of "Co:Writer": Use "word processing with word prediction software".
Instead of "OrbitNote" or "Kami": Use "digital worksheet paired with word prediction/text to speech/speech to text".
Instead of "BIGmack": Use "voice output switch".
5. What should be included in the "Present Levels" section?
5. What should be included in the "Present Levels" section?
This section should speak to the student’s current use of the technology. You should provide data and evidence regarding what the technology is, why it is being used, and when it is used. If a piece of technology is no longer needed, explain what changed and why it is being removed.
6. How do I fill out the "Consideration of Special Factors" section?
6. How do I fill out the "Consideration of Special Factors" section?
When asked if the student requires AT services or devices, check YES in the Assistive Technology box. You should then write a statement such as: "Access and use of assistive technology to support [Focus Area, e.g., Communication], due to student's difficulties with [Specific Need, e.g., expressive language]. See the Accommodations section of the IEP for AT Accommodations".
7. When can AT be included for state and district assessments?
7. When can AT be included for state and district assessments?
AT may be included for assessments depending on the student's needs, provided the student is using those same accommodations during regular classroom instruction and assessments at least 55% of the time.
8. Should AT be included in Goals and Objectives?
8. Should AT be included in Goals and Objectives?
While AT is not a goal in itself, it can be included as a support to help a student meet a curriculum standard. A general format is: "Using (AT solution), Student will (curriculum standard) with ____% accuracy".
9. What if a student uses a privately owned device?
9. What if a student uses a privately owned device?
If the technology was purchased privately, you should add the phrase "personally owned speech-generating device or electronic tablet" to the accommodations section.
10. How do I document AT in the "Accommodations" section of Project Education?
10. How do I document AT in the "Accommodations" section of Project Education?
Select the appropriate Content or Focus Area.
Select Assistive Technology - SWAAAC from the Accommodation drop-down menu.
Document the required AT in the Comment Section using functional, non-brand name descriptions.
For further assistance, please contact your school's SWAAAC representative
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