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It is the responsibility of the IEP Team to consider every student's need for assistive technology (AT) during the development, review, and revision of each IEP.
It is the responsibility of the IEP Team to consider every student's need for assistive technology (AT) during the development, review, and revision of each IEP.
This is true regardless of type or severity of disability. Considering AT is a collaborative decision making process that relies on the collective knowledge of IEP team members.
After discussing the student’s present level of educational performance and developing measurable annual goals, the team considers whether AT may help meet the student’s needs in the following areas:
Reading
Organization/Study
Math
Motor Aspects of Writing
Computer/Tablet Access
Written Composition
Vision
Communication
Hearing
Recreation and Leisure
Mobility
Activities of Daily Living
Interaction with the Environment
Support, Positioning, & Seating
If a need is identified, the AT consideration process calls for teams to first explore resources and strategies that are already available at their school. If additional tools are needed, or if a team is unable to reach a decision, AT Consultation may be helpful.
The flowchart below can assist IEP teams in considering a student's need for AT. Click on each of the four outcomes (pink boxes) to find next steps and helpful information.
Assitive or Instructional Technology
Assitive or Instructional Technology
Assistive Technology-Tools that are required for the student to make progress toward IEP goals, access the gen ed curriculum, or participate in the educational setting.
Instructional Technology-Tools that are universally available to all students in the district. These become assistive technology if the usage of this tool is required for student access.
*Key Questions for AT Considerations:
When teams begins to consider a student's need for assistive technology, the first step in the process is to identify tasks that are difficult or impossible for the student, due to the disability. The team essentially asks:
“What do we want the student to be able to do within the educational setting that the student is not able to do because of the disability?" or "what barrier is the student experiencing?"
"Are there AT features that could help overcome this barrier?" "what tools have those features?" or "What has been tried to meet the need?" ... "is it working?" and "what’s the criteria for determining whether or not the need is met with a tool or strategy?"
Regardless of the decision, provide documentation and evidence to support it. A primary place to do so is on the Planning tab, under Considerations, "AT needs of the student". Also document the AT being used by the student in the Present Level section for that goal.
Then ask "are the AT needs of the student clearly documented so that an educator could read the student's IEP or 504 and teach the student tomorrow?"
Requesting AT tools to trial
Requesting AT tools to trial
1. Check to see if the tool is available in the building or classroom.
2. If you know what tool you want and know how to use it complete the appropriate AT request form.
3. If you need help selecting a tool or problem-solving what might be available for a student, complete that AT Consultation form.
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