In order to be successful in providing assistive technology to students who need it and ensuring there is consistency in the processes, you will want to frame your policies and procedures regarding assistive technology. Areas to cover include the following:
Compose guidance documents, and share the information with staff during meetings or professional development days. Post the information where staff will have access to it. Speak to your supervisors about how to share the information with campus administrators.
You don’t have to create these processes from scratch. Go online and search for other school districts’ policies and procedures manuals, study the QIAT Indicators, and read the Wisconsin Assistive Technology Initiative publications.
Additional suggested resources:
In addition, staff may need guidance in how to describe assistive technology in the IEP using generic terminology rather than brand names. Copy and then edit this table of terminology so that it includes the equipment found in your district. While it is best practice to use generic terminology in the IEP, there are times when you may feel you need to specify the tool. For example, you tried a number of tools but the student was successful only with the one he currently uses. Or the student does poorly with change and would not tolerate a different AT. In this case, it is recommended that you first identify the features of the AT that the student needs using generic terms. Then, you can specify that the student “has been successful using Brand Name AT.”
In addition to creating the guidelines surrounding the processes that schools are legally required to perform, you will need some systems specific to your district. These may include:
These processes may need approval from a Special Education Director or other supervisor before they are formalized. Discuss with special education administrators how to share this information with campuses.
Example: