Assistive Technology

AT consideration is federally required and must:

1. Be considered at minimum at every annual IEP meeting

2. Be individualized to each student's unique needs

3. Address both lack of progress toward IEP goals and participation in the general curriculum

4. Considered using the SETT framework

5. Be documented in the IEP and/or PWN

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."

Documentation

Documentation of AT consideration must occur no less than annually. The consideration of AT must be documented on the PWN under either question (1) Actions proposed or refused (if adding AT or refusing an AT request) or question (4) Other options considered (if AT was considered, but determined unnecessary).

*Note: there are SpEd Forms drop-downs available to assist you in this task.

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 emotional learning. 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 emotional learning but might indicate a need for AT in the area of math.

Access vs. Progress

Students need to access the general curriculum/environment and their special education program, 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 (i.e., their ability to access a general education text book, participation in classroom activities, communicate with others, etc.). 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.

SETT Framework

SETT is an analytic framework for AT consideration that operates in parallel with SCRED's AT consideration process. When the IEP team has identified an issue regarding access and/or progress (i.e., Outcome C, D1, or D2 on the AT Flowchart), SETT helps the team to identify what, if any, AT tools match the student's needs. It may sound intimidating because of the acronym, but SETT is very similar to the mental process that IEP teams use to identify appropriate accommodations, modifications, or applications of paraprofessional support. Typically, SETT is used informally (i.e., without creating additional paperwork).

Begin by considering the attributes of the Student, then the Environments the student participates in, and then the Tasks required for active participation. Finally, use this data to identify the AT Tool features that will support the student in completing the identified tasks. Several key questions, which are included on the back of the AT Flowchart, help the IEP team to consider each of these four areas.

AT trials can begin at any time and do not need to be incorporated into a comprehensive evaluation or preceded by a PWN. If a case manager plans to trial an expensive tool or a tool that is physically placed on the body (e.g., weighted blanket, compression vest, FM system, etc.), it is best practice to communicate with the parent in advance so they understand the plan and can give their consent. Document this contact in the SpEd Forms Communication Log.

In most cases, AT trials are a simple, informal process. After a tool has been identified that appears to be a good match for the student's needs, the student tries it out by using the tool during their normal daily routines. To determine if the tool increases the student's access to curricular materials and/or supports the student in reaching their IEP goals, the IEP team typically considers data that is either already available or easy to collect, such as: anecdotal reports, informal observations, progress monitoring data for annual goals, or student work.

After the case manager reviews trial-relevant data with members of the IEP team and determines that the tool is necessary to provide the student with FAPE, the tool is added to the IEP via a PWN.