Assistive Technology Implementation and Integration

Requirement: The student's IEP team will implement the student's Assistive technology intervention program as outline in the student's IEP. In certain situations, it may be beneficial to develop an assistive technology intervention or "action" plan.

Procedures: When appropriate, the IEP team will develop an assistive technology intervention plan to ensure that the assistive technology is implemented as documented in the student's IEP. Effective assistive technology implementation is only as good as the plan that guides that implementation.

Successful implementation plans address four main areas:

1. Equipment Support Tasks

2. Staff and Student Training

3. Methods for Integrating Technology into the Student’s Program

4. Techniques for Assessing the Effectiveness of the AT implementation

All four areas are important to the plan since a lack of direction in any one area will affect the others. For example, if there is no plan in place for solving technical problems, there will be unnecessary delays in repairing the equipment causing frustration and loss of implementation time. Similarly, ineffective or nonexistent plans for staff training will lead to confusion and inconsistent or ineffectual use of the technology in both the short and long term.

Successful implementation plans are developed and carried out collaboratively. While it is critical to have one person on the student’s school based IEP team responsible for coordinating the implementation plan, all team members share the responsibility of developing and executing the plan. Successful implementation of technology, especially assistive technology, can be a lengthy process during which the expertise of everyone on the student’s team will, at some point, be required.

Successful implementation plans emphasize realistic integration of the technology in the student’s curriculum and daily activities so that implementation of the technology proceeds at a comfortable pace for both the student and school based team. Also, other, non-technology based tools and strategies are employed when more appropriate.

There are numerous tools and guides available to help teams develop effective implementation plans. The more thorough and considered the implementation plan is, the more likely it will be implemented successfully.

Implementation PLan

• Once recommended assistive technology tools are acquired, the AT professional may train the student and necessary adults on the technical aspects of the device, but services are provided through special education staff and related service professionals. Considerations include:
  • Does the student know how to use the tool?
  • Does s/he know when to use the tool (which classes, which types of assignments, etc?)
  • Does s/he know how to get help with issues concerning the tool?
• Use of the assistive technology tools and services need to be formally reviewed by the IEP team, at least annually, to determine whether the assistive technology is still useful and being used meaningfully. If not, the team needs to figure out why, and what to do next. Is the equipment working properly? Does the student still need it (have skills improved so that s/he no longer does?), Is additional training necessary? Should another assessment occur?
• AT Action Plan
• Pre-K Implementation Plan
• AAC Use Plan
• Home Equipment Agreement
• AT Training Form