Assistive Technology

Assistive Technology (AT) is defined as both a "device and a "service." According to IDEA 2004:

• An assistive technology device is defined as "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).

• An assistive technology service is defined as "any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device."

Per IDEA 2004, schools must consider AT needs when developing IEPs for all students with disabilities. Within SWWC, addressing that requirement could include completing the Assistive Technology Consideration Form at the 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 and student progress is evaluated.

When considering AT, as with any other support included in an IEP, it is pivotal 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 math, and if the student is making adequate progress toward their reading goal it is no guarantee that the same is true for their math goal. It is possible for more than one AT consideration outcome to apply. For example, a student might be using AT successfully in the area of reading but might indicate a need for new AT in the area of math. 

If the team is aware of and agrees on an appropriate AT device to address the issue, the team may begin AT trials.

AT trials can begin at any time and do not need to be incorporated into a comprehensive evaluation. Once an appropriate device is identified (either through IEP team discussion or through a formal AT evaluation), the student begins using it in authentic environments (i.e., a trial) in order to determine if it increases the student's access to curricular materials and/or supports the student in reaching their IEP goals. 

If you want to trial something that could be considered “invasive”/something that may impact the student’s physiology (e.g., OT/sensory) or is a “big deal” item (expensive device), it is best practice to communicate with the parent in advance so they know what’s going on and can give their okay. Document this contact in the SpEd Forms Communication Log. When/if the team determines that the student needs the AT device to receive FAPE is when you should add AT to the IEP through an amendment or annual IEP meeting.

If the team is not aware of or is not in agreement on an AT device to trial, a formal AT evaluation should begin.

An AT evaluation cannot "stand alone" and must be incorporated into a comprehensive evaluation. Formal AT evaluations are extremely rare, as it very is uncommon for the IEP team to not be able to identify or not agree on an appropriate AT device for trial. Even if this is initially the case, consultation with colleagues nearly always results in identification of and agreement on appropriate devices for trial. A formal AT evaluation can also begin due to parent/guardian request.

AT evaluations involve additional data collection through observations and interviews. The purpose is to identify the features that an AT device should have through analysis of a student’s current skills and needs. This process is complete when the team has determined which AT device(s) is appropriate for AT trials.

In addition to AT consideration, the team may decide to address the issue with a change to specialized instruction, accommodations, or modifications.

The IEP team may determine that changing or adding specialized instruction, accommodations, and/or modifications is likely to address the identified lack of progress and/or access and provide the student with meaningful educational benefit. For example, in addition to trialing the use of a break card visual (AT), the IEP team adds explicit instruction in self-regulation strategies.

The team may determine that no AT is needed in the area of functioning.

If the the student is making adequate progress toward an IEP goal and there are no concerns regarding the student's access to the general education environment, the IEP team would most likely conclude that existing supplementary aids and services are providing the student with appropriate support in that area of functioning and no AT is needed in that area. However, the IEP team might still decide to trial an AT device if considered appropriate. For example, a student receiving para support for a reading need might still trial ReadToGo App if the IEP team determines that fluency in would increase the student's independence.

If AT is already in place, the team documents that it is being used successfully.

If a student with a reading need is already using an AT device, she is making adequate progress on her IEP goal for reading, and the IEP team has no concerns regarding her access to instruction and content at any point in her school day due to her reading need, the IEP team would document that AT is being used successfully and there is no need to trial different AT devices.

If technology is available to all students, when do you have to put it on the IEP? 

It becomes “Assistive Technology” and must go on the IEP if the team has determined that the student needs it in order to have a Free and Appropriate Public Education (FAPE), even if the technology is available to all students. Otherwise, the student might move out of the district, to a district that does not have the technology available to all students and it would not be clear from the IEP that the receiving district must provide the (assistive) technology to the student.

How do I obtain AT devices for trial?

Begin by connecting with colleagues (e.g., other special education teachers, SLP, school psychologist) in your building to determine if an appropriate device is available. Many school buildings in the member districts have accumulated a variety of AT devices that could be used for AT trials. 

If an appropriate device isn't immediately available, contact the PACER Simon Technology Center.