2.4 Assessment and Selection Process

According to Zabala, Reed, & Korsten, (1999)[1] when considering a student's need for assistive technology these quality indicators are important:

the IEP team has the knowledge and skills to make informed decisions;

• • a continuum of AT devices and services is explored;

  • IEP team uses good team process to make decisions;

  • decisions are made based on IEP goals and objectives;

  • team decisions are made in compliance with federal and state statures;

  • determination of need is based on data about student, environments, tasks and tools; and decisions and supporting data are documented.

In fact, the process of selecting AT is a complex one that must take into consideration several kinds of opinions from a multdisciplinary team. Assessment is always a team work amd involves a collaborative interaction among four groups:

• • 1.The user

  • 2.The persons around him/her who support and interact with him/her on a daily bases, including families members, friends, educators, therapists, doctors, and employers,

  • 3.The assistive technology specialists who have knowledge of many tools and who facilitates a collaborative decision making process and 4.The developers of assistive tools

[1] Zabala, J.S., & Korsten, J.E. (1999). Assistive Technology Implementation and Evaluation Plan Summary. Making a measurable difference with Assistive Technology: Evaluating the Effectiveness of Assistive Technology. http://sweb.uky.edu/~jszaba0/ZabalaImpleSummary.pdf