Assistive Technology

IDEA 2004 specifies that schools must consider Assistive Technology (AT) needs when developing IEPs for all students with disabilities. In the law, AT is defined as both a "device and a "service":

• AT Device: "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 a child with a disability." Despite the word “technology,” not all AT tools are high-tech. AT ranges from simple adaptive tools (like pencil grips and highlighters) to high-tech tools (like text-to-speech and speech-to-text software).

• AT Service: "any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device."

A copy of the AT Consideration Form must be discussed at the student's annual IEP meeting. However, consideration of AT doesn't begin and end at the annual IEP meeting, and it should be an ongoing process as the IEP is implemented. AT tools must be considered whenever there are concerns regarding access to instruction (e.g., student is failing a course) or a student is not making adequate progress toward an IEP goal.

Approach

When considering AT, as with any other support included in an IEP, it is crucial to consider each area of functioning by itself. A student's needs in the area of reading will necessitate different supports than the student's needs in the area of social-behavior. Typically, more than one AT consideration outcome will apply. For example, a student might not indicate a need for AT in the area of social-behavior but might indicate a need for AT in the area of math.

Access vs. Progress

Students need to access and participate in many environments and tasks, but a student's disability can have an adverse effect on their ability to do so successfully. The most common reason that students receive AT support is to support access. Accommodations, modifications, and paraprofessionals can also be used to support access, but AT tools have the advantage of allowing students to function with relative independence from adult aid.

It is less common, but students may also need AT in order to make progress toward their IEP goals. For example, an Augmentative & Alternative Communication (AAC) tool might be a key component of making progress toward a functional communication goal for a student with a low incidence disability.