What is Assistive Technology?
Assistive Technology (AT) consists of tools or devices and services. AT enables children
to engage more fully in typical activities and routines at home, in school, and in the
community by providing the support needed to overcome, or work around, individual
disability-related limitations. AT tools can be very low tech – magnifiers, raised line paper, or
Velcro – or they can be very high-tech, such as electronic communication devices, screen
reading computer software, or mobility devices. The goal of AT use, whether low- or hightech, is to enable individuals to actively and fully participate in learning and other day-to-day
activities. AT services include such activities as assessing a student’s need for AT, training the
student, teacher and family members in its use, and evaluating the student’s experience with
various devices.
Assistive Technology 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 the functional
capabilities of a child with a disability. The term does not include a medical device that is
surgically implanted, or the replacement of such device.
OCALI Considerations for Assistive Technology
Student Name
Date
Individual or Team Members Participating
Place a check mark in any area(s) where there is concern about the student’s functioning as independently as
possible.
Academics
reading
writing
math
learning/studying
Communications
understanding
language
using language
computer access
mobility
speaking
clearly
Access
seating and positioning
environmental control
Activities of Daily Life
play
recreation/leisure
self-care
vocational
Social Behavior
following routines and rules
staying on-task
Vision
Hearing
Other
making transitions
Questions to Ask When Making an AT Decision
1,
What specific task(s) in the area checked do you/we want this student to perform that he/she/ is unable
to do so because of their disability?
2.
What current special strategies, accommodations or assistive technologies have been tried to enable the
student to complete this task? (Include in the Present Level of Performance)
3.
Are there continuing barriers when the student attempts this task? If so, describe. (Include in the
Present Level of Performance)
4.
Are there new or additional assistive technologies to be tried to address continuing barriers? If so,
describe. (Document in the Services, section 7, if the IEP.)
5.
Is there a need for further investigation and/or assessment to determine assistive technology solutions?
(Describe this plan and document in the Services, section 7, of the IEP.)