Documenting Assistive Technology in the IEP

Assistive technology is generally considered to be an accommodation and can be included in several places in the IEP.

Requirement: Assistive technology devices and services that have been determined educationally necessary by the IEP team will be described/documented in the student's IEP.

Procedures: The IEP team will describe required Assistive Technology devices and services in the component or components of the IEP that are most relevant to the student.

Assistive technology devices and services may be documented in one or more of the following components of the IEP:

In the section "Consideration of Special Factors; Does the student need Assistive Technology devices or services?" As required in IDEA, IEP teams must document their consideration of assistive technology in the IEP. The section entitled "Consideration of Special Factors" is the required component of the IEP in which to document the consideration of assistive technology. This section includes the following statement:

Does the student require assistive technology devices and services? ____Yes ____No

If yes, describe: _______________________________________________________

If the student does not require assistive technology, the IEP team should check “No”. If the student does require assistive technology the IEP team should check “Yes” and describe the assistive technology that is required by the student. If the “Yes” box is checked, a description of the specific assistive technology can be given after the prompt “If yes, please specify.” When describing assistive technology, avoid brand names. Naming a particular device or software program only locks a student in to using that specific product, which may become obsolete or may not be appropriate in a given situation. Flexibility in the IEP allows the student’s team to find and use the most appropriate tool for each task. Rather, describe the necessary assistive technology and the function it performs.

For example:

• Rather than “Co:Writer,” write “word prediction software.”
• Rather than “AlphaSmart” write “portable word processor.”
• Rather than “DynaVox” write “dynamic screen speech-generating communication device.”
• Rather than “Big Mack,” write “Message recording communication device.”
• Rather than “AbleNet Control Unit,” or “Big Red Switch,” write “Switch access for environmental controls, communication, and computer access.”

Checking "yes" or "no" to the above consideration question (and if yes, describing the technology required) is considered minimal compliance to the requirement for considering assistive technology. However, it is best practice to document the decision making process used to consider the student’s need for assistive technology. For example a statement regarding the discussion of assistive technology needs may be documented in the minutes of the IEP meeting and may be included in other components of the IEP as described below. For example, a statement such as “An analysis of the required tasks within the relevant instructional areas revealed that Student can independently accomplish the tasks; therefore, assistive technology is not required.” could be used to document that assistive technology was considered but not required. For a student requiring assistive technology, a statement such as “An analysis of the required tasks within the relevant instructional areas revealed that student has difficulty completing math calculations; therefore, it is recommended that he have access to a hand held calculator to complete math calculations in all classes.” could be used to document the consideration process for a student who requires assistive technology.

In the Section “Consideration of Special Factors, Does the Student have Unique Communication Needs?” the “Yes” box could be checked in certain specific circumstances described in this recent CDE Document . Please refer to that document, and consult with your school Speech-Language Pathologist for specific details and additional information.

1. Transition Services: This component of the IEP is the place to address Assistive technology that may be required by the student in post-secondary environments. When addressing Assistive technology for students transitioning out of the school system, it is important to address required Assistive technology devices and funding for Assistive technology devices. It is also important to address training and technical support for the student and family, if appropriate.

• Example: [The Student's] school staff, vocational rehabilitation counselor, and family will contact public and private agencies to assist him in obtaining funding for an augmentative device that can be used after he graduates from school. They will begin contacting agencies at the beginning of his senior year. The vocational rehabilitation counselor will identify potential sources for technical support that will be available to the student after he graduates.

2. Instructional Plan

• Present Levels of Academic Achievement and Functional Performance: This component of the IEP includes statements regarding the student's current level of functioning across curricular areas. This is an appropriate place to discuss how Assistive technology will be used to re-mediate deficits and to provide compensatory technology for enhancing access to the classroom curriculum.

Example: [The Student] demonstrates difficulty completing all writing assignments using standard classroom tools such as pencil and paper. His writing samples are characterized by spelling, grammar, and punctuation errors. [The Student] demonstrates proficiency in manipulative devices, such as a keyboard/calculator. [The Student] has access to a hand-held spell checker and a computer-based word processing program to aid him in editing his handwritten communication.

• Annual Goals and/or Objectives: The Assistive technology is not the main focus of the goal, but is simply a TOOL that assists the student in accomplishing the objective. The focus is on the desired outcome--what does the student need to do? “The student will [read, write, speak, etc.]...” . Use of equipment/devices as accommodations or levels of assistance can be included in goals and objectives in much the same way as assistance by an adult would be described. The IEP Team should determine goals and objectives first and then decide how technology will be used to accomplish them.
  • Example: [The Student] will write a three to five sentence paragraph with less than two misspelled words when using a hand-held spell checker to correct misspelled words.

3. Program/Services Page:

• Supports needed for School Personnel: This section provides the place to document consultation and training needs in Assistive technology and identify the discipline responsible for the training (OT, SLP, PT, Vision, Deaf/Hard of Hearing Education, etc.)
  • Example: The SLP will consult with instructional personnel and provide training, if needed, in the use and programming of [The Student's] voice output device.
• Accommodations for State and District Wide Assessments: Assistive technology that the student requires to participate in statewide and district-wide assessments should be documented in this component in the IEP. The type of technology used by the student may determine that additional accommodations are needed.

5. Accommodations Needed Page: Assistive technology must be documented in this section of the IEP if the student is using the technology in the school setting. This technology must agree with the consideration of special factors statement and be determined necessary for state or district wide assessments on the TNReady Accommodations page.

In the Section “Accommodations and Modifications,” the assistive technology can be included under “Accommodations-- What type(s) of accommodation(s) if any is (are) necessary for the student to access the general curriculum and/or appropriate activities to make effective progress?” Answers can vary depending on the technology in question—several examples are:

• Access to word prediction software, as needed, for written assignments.
• Access to a portable word processor, when appropriate, for written assignments.
• Access to a speech-generating communication device.

The documentation of Assistive technology devices and services will be clearly written so that all the IEP team members, including parents, have a full understanding of how the assistive devices and services will be provided. Unless the IEP team has determined that a particular make and model of a device are required, it is best to describe features of the required technology. If the IEP team determines that only one particular model will meet the student's need, then the specific model should be listed by name.

The IEP team must reconvene when Assistive technology devices are needed to address areas other than those identified in the most recent evaluation. It is not necessary to reconvene the IEP for upgrades for existing technology identified in the most recent evaluation.

Requesting Assistance: If the IEP team has difficultly determining the most appropriate means of addressing Assistive technology in the IEP, they should seek consultation from the district Assistive Technology Professional ( brightk@wcschools.com) or Assistive Technology Facilitator (strinsuz100@wcschools.com).

***PLEASE NOTE: The school team (exceptional education teachers and related service providers, OT, SLP, PT, Vision, Hearing Specialist) provides direct and consultative services for students, including assistive technology services. Assistive Technology Specialists are available to school team members when training or technical assistance is required on the specific device or program, but DO NOT provide direct service to students. Assistive Technology should therefore not appear in the “service delivery” section, and should appear as a "supplementary aid/service".***