NDCO National Disability Coordination Officer Program NDCO Region 15 Production by Mark Cottee

Assistive Technology consideration, Consultation & Assessment Process

Considering the need for assistive technology at every iep meeting

• REQUIREMENTS: Every IEP Team in the school district is required to “consider” the student’s need for assistive technology as part of the development, review, and revision of the students IEP. When the team “considers” assistive technology, that process should involve some discussion and examination of potential assistive technology. The principal reason for providing assistive technology in school is to enable students to meet the instructional goals set forth for them.

  • Consideration is a brief process, one that can take place within every IEP meeting without unduly extending it.

  • It is more than someone saying, “Oh, that doesn’t apply to my students.” Consideration requires a "good-faith discussion".

  • At least one person on the IEP Team must have some basic knowledge about assistive technology, because you cannot “consider” something about which you know nothing about.

  • In order to think about whether assistive technology would be helpful or not, the IEP team would have to have already developed the bulk of the IEP in order for them to know what it is they expect the student to be able to do twelve months from now.

  • The annual goals that the student is expected to accomplish will be the focus of the discussion about what assistive technology, if any, might assist or allow the student to accomplish them.

  • Failing to document your consideration of AT during the IEP process can also lead to a procedural violation (document in Prior Written Notice at the IEP meeting).

  • Is this device or service necessary for access, educational benefit? Ask, "If this student were to pick up in another building or classroom tomorrow, would that device be necessary?" If the answer is yes, it should be listed in the student's IEP. When teams take the time to thoroughly consider a student's AT needs, even if the team's ultimate decision is that a device isn't necessary for FAPE, the discussion may help with parent concerns.

  • Consider AT as you're conducting evaluations. AT should be a component of other assessments. AT should be something we are always thinking about. For instance, team members should be thinking about the student's AT needs in each domain. Every IEP team should have some level of knowledge of AT because it is in every domain. For instance, consider AT in academics, in social functioning, motor functioning, hearing, vision, communication, etc.

Screening Procedures

• It is the primary responsibility of the student's teacher, along with the assistance of other service providers to utilize the Assistive Technology Consideration Checklist which is part of the pre-referral for assistive technology. When completing the assistive technology checklist, all involved school personnel should:

1. Gather information related to the student, program, and environmental factors. Identify areas that are keeping the student from accessing the general curriculum.

2. Considering the area(s) identified in step one, determine whether or not the student can accomplish the required task with any special strategies, accommodations, or technology already in use within the classroom. The Assistive Technology Consideration Resource Guide from the Georgia Project for Assistive Technology can be used to assist IEP teams by providing examples of each area. Each column contains general examples for each area but is not considered all inclusive.

3. Based on the information from step one and step two, determine if the student requires assistive technology to complete the task identified.

The consideration process during screening may include an opportunity for the student to use assistive technology on a trial basis in order to obtain information on the potential effectiveness of the assistive technology device. Complete a Short Term Equipment Loan Request for the technology requested.

IEP Team's Consideration of Assistive Technology Outcomes

Regardless of the process used for considering assistive technology, there are a limited number of outcomes. The possible outcomes are listed below:

• The student independently accomplishes required tasks within the relevant instructional or access areas using standard classroom tools. Assistive technology is not required.

• The student accomplishes the required tasks within the instructional or access areas using standard classroom modifications and accommodations that are currently in place. Assistive technology is not required.

• The student accomplishes the required tasks within the relevant instructional or access areas with assistive technology that has been determined educationally necessary and is currently in place. Assistive technology is required. Document required assistive technology devices and supplementary aids/services in the IEP. Monitor the use of the assistive technology and make changes as needed.

• The student cannot accomplish the required tasks within the relevant instructional or access areas with modifications, accommodations, and/or assistive technology that is currently in place.

  • If potential assistive technology solutions are known to the IEP team, trial use of the identified assistive technology solution may be documented in the IEP and implemented. Following the trial use period, the results of the trial with a description of the appropriate Assistive technology device should be documented in the student's IEP if the team determines that it is required.

  • If potential assistive technology solutions are not known to the IEP team, a referral should be made to the Assistive Technology Team for a student consultation.

When would an Assistive Technology (AT) referral be considered?

• • The IEP team may consider initiating a referral for an assessment when:

    • expected progress on IEP goals isn’t occurring despite thoughtful and targeted instruction over time

    • the question arises concerning whether a particular AT tool could be used as a compensation for a missing skill or ability

    • the question arises concerning whether a particular AT tool or strategy could make a significant difference in student performance.

How can a referral be made?

• • The IEP team will request assistance in completing the consideration process when they are unable to determine whether or not the student requires Assistive technology or when they are unable to identify Assistive technology solutions that would be appropriate to meet the student's needs. Typically the Exceptional Education Case Manager or 504 Case manager (School Counselor) will complete the Request for AT Services.

    • If the referral is for a Consultation, the form is filled out by appropriate staff and is forwarded to Wilson County Assistive Technology (Krista Bright, M.S., CCC/SLP, ATP) in addition to the Student Request Form, the Assistive Technology Screening Checklist, and Consent for AT Consultation.

    • If the referral is for a Full AT Evaluation (which should only be done subsequent to a student consultation), the form is filled out by appropriate staff and is forwarded to Wilson County AT (Krista Bright, M.S., CCC/SLP, ATP) in addition to the Student Request Form, the Assistive Technology Screening Checklist, and Consent for AT Evaluation.

    • If the referral is for a Classroom Consultation, please complete the Classroom Consultation Information Form.

    • If the referral is for Device Technical Support, please complete the Device Technical Support Request .

    • If the referral is for a Short Term Loan Request, please complete the Short Term Equipment Loan Request.

  • Referrals for a consultation or assessment can also be made by parents and by students.

What does the Consultation process look like?

• • Upon receipt of the request packet completed by the Case Manager (or Teacher with IEP Authority) and parental permission to work with the child, a site visit from the AT Specialist will be scheduled to the child’s classroom. Following the visit, the school will be provided with a written report that will include recommendations to your child’s IEP team regarding assistive technology devices and services. You may request a copy of this document from the school.

What does the Full AT EVALUATION process look like?

• • An assistive technology evaluation will be completed when the IEP team determines that the student's assistive technology needs cannot be effectively addressed through assistive technology consideration or if the initial AT screening/consultation indicates a need for an evaluation. A student may also be referred for an evaluation upon parent request.

  • The AT Professional will compile information from service providers, from direct observation(s) in the child's customary environment, and from written records.

    • Parent Worksheet for the AT Planning Process.

    • Student Worksheet for the AT Planning Process This worksheet is for the student if he/she is able to complete. This gives the team important input to help determine whether assistive technology devices and/or services might be needed in the school, home, or community.

    • Teacher Worksheet for the AT Planning Process Based on the Teacher Worksheet for the AT Planning Process, the teacher selects the sections that they feel they will need to complete. Each of the 12 content sections of the Student Information Guide from WATI contains questions relevant to determining the type of assistive technology and the features that might be necessary for a student to utilize assistive technology in the completion of the identified task(s).

      • WATI Student Information SEATING & POSITIONING: Starts with the Physical Therapist

      • WATI Student Information MOBILITY: Starts with Physical Therapist

      • WATI Student Information COMMUNICATION: Starts with the Speech-Language Pathologist

      • WATI Student Information COMPUTER ACCESS: Starts with Occupational Therapist

      • WATI Student Information MOTOR ASPECTS OF WRITING: Starts with Occupational Therapist

      • WATI Student Information FINE MOTOR: Starts with Occupational Therapist

      • WATI Student Information COMPOSITION OF WRITTEN MATERIAL: Starts with School Psychologist/Teacher

      • WATI Student Information READING: Starts with School Psychologist/Teacher

      • WATI Student Information MATHEMATICS: Starts with School Psychologist/Teacher

      • WATI Student Information ORGANIZATION: Starts with School Psychologist/Teacher

      • WATI Student Information RECREATION & LEISURE : Starts with School Psychologist/Teacher

      • WATI Student Information VISION: Starts with Teacher of Visually Impaired or Orientation and Mobility Specialist

      • WATI Student Information HEARING: Starts with Teacher of Deaf or Hard of Hearing

  • When the assistive technology evaluation has been completed, the results of the evaluation, including recommendations for assistive technology devices, will be recorded in a written report. The written report may be in the form of a narrative or the completed Assistive Technology Decision Making Guide may serve as documentation of the evaluation.

  • The Assistive Technology evaluation report will be made available to the student's IEP team for their review.

  • Assistive technology devices and/or services determined to be educationally necessary based on the assistive technology evaluation will be documented in the student's IEP.

Reference: Wisconsin Assistive Technology Initiative (2017). Retrieved from http://www.wati.org/