Embedded Files
Assistive Technology Device:
Assistive Technology Device:
“assistive technology device” means 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 the functional capabilities of an infant, toddler, or child with a disability.
Assistive Technology Service:
Assistive Technology Service:
As used in this document and consistent with IDEA, an “assistive technology service” means any service that directly assists an infant, toddler, or child with a disability in the selection, acquisition, or use of an assistive technology (AT) device. The term includes:
(a)The evaluation...; (trial of AT devices)
(b)Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices...;
(c)Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices;
(d)Coordinating and using other therapies, interventions, or services...;
(e)Training or technical assistance for a child with a disability or, if appropriate, that child's family; and
(f)Training or technical assistance for professionals...
Planning for the IEP Meeting
Planning for the IEP Meeting
Before the IEP Meeting
Before the IEP Meeting
Impact of the disability
Review the area(s) of concern as indicated by eligibility
How does the disability impact access to the general education curriculum?
Review Current Performance:
Assess the student's ability to complete tasks independently without assistive technology
What assistive technology could help provide access?
Does the student currently use assistive technology?
Gather evidence. Based on current data, are the current practices working?
Identify alternative or additional interventions if current practice is ineffective.
Develop New Plan
Types of Assistive Technology
Types of Assistive Technology
Low Tech:
Pencil grip
Modified pencil
Page holder
Modified scissors
Colored overlays
Social scripts
Behavioral visuals (visual schedule, token boards, first/then, etc.)
Picture exchange system,
Sensory tools (weighted vests, fidgets, wiggle seats, etc.)
Eye gaze board/frame
Mid Tech:
Magnifiers
Visual alerts and Talking clock, timers
Switches
Standers
Walker or gait trainers
Calculator
FM System
Audio Book
Digital Recorder
Braille displays
Closed and/or real time captioning
Talking clock
High Tech
Tablet
Text adaptation for size, spacing, color, background color, highlighting, etc.
Text-to-Speech
Speech-to-Text
Augmentative and Alternative Communication (AAC) device
Screen Reader
Voice recognition Software
Documenting Assistive Technology in the IEP
Documenting Assistive Technology in the IEP
Each time an IEP Team develops, reviews, or revises a child’s IEP, the IEP Team must consider whether the child requires AT devices and services.
Special Factors Considerations
Special Factors Considerations
On the cover page of the IEP, assistive technology devices and services must be discussed and considered.
These considerations are documented in the present levels of academic achievement and functional performance (PLAAFP) section of the IEP.
Present Levels of Academic Achievement and Functional Performance (PLAAFP)
Present Levels of Academic Achievement and Functional Performance (PLAAFP)
The answers to the special factors considerations are clearly documented in the PLAAFP
Within the strengths and needs sections of each skill area, describe how the assistive technology is used
Include an explanation of why it is needed
Add all existing data to substantiate the need for assistive technology
Special Education and Related Services
Special Education and Related Services
Any assistive technology service is documented within the special education and related services grid
Include the service, start date, end date, frequency, location, and if it is will be provided during extended school year
Supplementary Aids and Services, Program Modifications and Supports for School Personnel
Supplementary Aids and Services, Program Modifications and Supports for School Personnel
Any assistive technology device being implemented is documented in the supplementary aids and services
Include the device (no brand name), start date, end date, frequency, location, and if it will be provided during extended school year
Example: PLAAFP Statement: Due to deficits in basic reading (phonological awareness and phonics), (Student) needs to have the text presented orally either through text-to-speech technology or read out loud, which allows him to follow along with the text provided and answer questions that are relevant to the text.
Sample Documentation in Supplementary Aids and Services Grid:
Page updated
Report abuse