CASE CONFERENCE COMMITTEE CONSIDERATION OF ASSISTIVE
TECHNOLOGY
The Consideration Process:
The consideration of assistive technology is not a separate process but rather a process that parallels the
development of the IEP. Using information obtained from the Present Levels of Performance, the Case
Conference Committee should match the features of the assistive technology device(s) or service being
considered to the student's abilities and educational goals. The Case Conference Committee should consider
assistive technology that will work best for the student with the least amount of intrusion and restriction in
the student's daily routines. Consideration should be given first to those strategies, accommodations,
modifications and/or low assistive technology options that are appropriate and effective in providing
reasonable educational benefit. Depending on the knowledge base of the Case Conference Committee,
consideration of higher technology options may require the Committee to seek additional
assistance/consultation or a referral for an assistive technology evaluation.
Trial Period:
Before committing resources to purchase assistive technology, a trial period with the device(s) should be
implemented. The trial usage should occur in those educational settings addressed in the annual goals and
objectives or benchmarks. A plan for careful documentation of the degree to which the device provided the
desired outcome is required for justifying the provision of the assistive technology recommended by the Case
Conference Committee. Trial periods should be specified in the appropriate section of the IEP and include
specifics of location, duration and frequency
Documentation Forms:
The following forms are designed to provide the Case Conference Committee with a framework for
considering assistive technology. If a student has educational, developmental or access needs in one or more
of these areas, the Case Conference Committee should use the forms to indicate that a general type of
assistive technology is included in the IEP and then specify more detail in the appropriate sections of the
IEP. Each educational area identifies specific tasks that are supported by available technology. The Case
Conference Committee is reminded that an assistive technology evaluation should be regarded as any other
evaluation and that appropriate evaluation notice and consent procedures apply. The appropriate form(s)
should then be attached to the IEP as documentation of the special factor consideration. Each educational
area includes a range of low to high assistive technology options, as well as assistive technology services,
that may need to be provided. The forms address the following educational areas:
Reading
Writing
Math
Study Skills
Access to Educational Programs
Speech/Language
Listening
Orientation and Mobility/Travel Training
Transition
Daily Living/Recreation/Leisure
The Case Conference Committee is reminded that an assistive technology evaluation should be regarded as
any other evaluation and that appropriate evaluation notice, consent AND TIMELINE procedures apply.
Adapted from Assistive Technology Creating a Pathway by the Iowa Department of Education and the Bureau of Children, Family &
Community Services, 1998
ACCESS TO EDUCATIONAL PROGRAMS is addressed in the IEP.
Consider whether assistive technology is needed to:
Provide equal access to curricula media and
instruction
 Not applicable
 Included in the appropriate section(s) of the
IEP
 Conduct a Trial Period
 Seek additional assistance/consultation
 Refer for an AT Evaluation
Provide equal access to the education
environment
 Not applicable
 Included in the appropriate section(s) of the
 Adaptive toys
 Page turners, electronic format of
print pages/books
 Alternative format of print materials
 Adjusted or alternative input and
output for computers, electronic and
on-line media
 Telephone access
 Environmental control access
 Adjusted or alternative output for
audio-visual media (captioning, video
description, amplified audio output,
etc.)
 Physical accessibility of buildings,
restrooms, classrooms, library, desks,
etc.
 Emergency signaling systems
 Alternative signage (Braille, etc.)
IEP
 Conduct a Trial Period
 Seek additional assistance/consultation
 Refer for an AT Evaluation
Provide assistive technology services
 Not applicable
 Included in the appropriate section(s) of the
 Training or technical assistance for
the student
 Training or technical assistance for
parents
 Training or technical assistance for
professionals/
paraprofessionals
IEP
Assistive technology is not included in the IEP. Access needs are addressed by:
 Non-technology adaptation of curricula, media and instruction
 Adaptation of tasks and/or task expectations
 Use of human assistance (paraprofessional, peer assistance, etc.)
WRITING is addressed in the IEP.
Consider whether assistive technology is needed to:
Adapt/improve standard writing utensils
Not applicable
Included in the appropriate section(s) of the IEP
Conduct a Trial Period
Seek additional assistance/consultation
Refer for an AT Evaluation
Replace standard writing utensils and
supports with an alternative
Not applicable
Included in the appropriate section(s) of the IEP
Conduct a Trial Period
Seek additional assistance/consultation
Refer for an AT Evaluation
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Adaptive grip/writing utensils
Splints, wrist supports, etc.
Special paper
Writing guides
Slanted/larger/no-slip writing surface
Tape recorder
Typewriter/Braille Writer, slate & stylus
Electronic notetaker/portable word processor
with standard keyboard/inkprint printer
Computer with standard keyboard/pointing
device/Braille notetaker
Computer with keyboard enhancements or
adjustments
Computer with alternative keyboard/pointing
device
Computer with switch, scanning, code or other
alternative selection input devices
Computer with speech recognition software
Allow for expression of creative writing
(composition)
Dictionary and thesaurus
(print/electronic/speech output)
 Word processing/talking word processor
with spell checker, grammar checker, etc.
Not applicable
Included in the appropriate section(s) of the IEP  Abbreviation/explanation and word
prediction software
Conduct a Trial Period
 Speech recognition software
Seek additional assistance/consultation
 Concept mapping software
Refer for an AT Evaluation
 Multi-media software
Training or technical assistance for the student
Provide assistive technology services
 Training or technical assistance for parents
 Training or technical assistance for
Not applicable
professionals/paraprofessionals
Included in the appropriate section(s) of the IEP
Assistive technology is not included in the IEP. Writing needs are addressed by:
Instructional /intervention to remediate skill deficits
Instructional /intervention to develop compensatory skills
Adaptation of tasks and/or task expectations
Use of human assistance (paraprofessional, peer assistance, etc.)
READING is addressed in the IEP.
Consider whether assistive technology is needed to:
Improve standard print material and/or
graphics
 Not applicable
 Included in appropriate section(s) of the IEP
 Conduct a Trial Period
 Seek additional assistance/consultation
 Refer for an AT Evaluation
Enlarges and/or alters the format of standard
print material and/or graphics
 Not applicable
 Included in the appropriate section(s) of the
IEP
Conduct as Trial Period
Seek additional assistance/consultation
Refer for an AT Evaluation
Change standard print material and/or
graphics to speech
Not applicable
Included in the appropriate section(s) of the IEP
Conduct a Trial Period
Seek additional assistance/consultation
Refer for an AT Evaluation
Change standard print material and graphics
to Braille or other tactile symbols
Not applicable
Included in the appropriate section(s) of the IEP
Conduct a Trial Period
Seek additional assistance/consultation
Refer for an AT Evaluation
Highlight
Provide colored overlays
Manually or electronically change spacing
Provide screen color/contrast adaptations
Provide pictures/graphics
Provide symbols/sign language cues
 Electronic dictionary
 Braille labeler
 Use of large/bold fonts
Large print books
 Low vision aids: manual hand-held
magnifiers, distant and near aids, larger
computer monitor
Closed circuit television (CCTV)
Electronic hand-held magnifying cameras
 Screen magnifier overlaid on
computer/screen enlarging software
Talking dictionary
Tape recorder or talking books
Talking word processor
Screen reading software
Stand alone reading system
Video description of visual information
presented on TV/videotape
Braille translation software/ Braille printer
 Refreshable Braille computer output
 Tactile graphic enhancing system
(NOMAD, thermal enchancers, etc.)
 Thermal hand-held tactile enhancer
(Thermal Pen, etc.)
 Training or technical assistance for the
student
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Training or technical assistance for parents
 Not applicable
 Training or technical assistance for
 Included in the appropriate section of the IEP
professionals/paraprofessionals
Assistive technology is not included in the IEP. Reading needs are addressed by:
Provide assistive technology services
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Instruction/intervention to remediate skill deficits
Instruction/intervention to develop compensatory skills
Adaptation of tasks and/or task expectations
Use of human assistance (paraprofessional, peer assistance, etc.)
MATH is addressed in the IEP.
Consider whether assistive technology is needed to:
Replace mental calculations either with
mechanical or electronic devices
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Abacus
Calculator with print output
Talking calculator with speech output
Calculator with large print LCD display
Calculator with large keypad
On-Screen calculator with computer input
and/or adaptations
Not applicable
Included in the appropriate section(s) of the IEP
Conduct a Trial Period
Seek additional assistance/consultation
Refer for an AT Evaluation
Adapt measuring devices (ruler, thermometer,  Switch adapted measuring devices
 Measuring devices with speech output
clock, watches, etc.)
 Measuring devices with large print or LCD
display
Not applicable

Measuring devices with tactile output
Included in the appropriate section(s) of the IEP
Conduct a Trial Period
Seek additional assistance/consultation
Refer for an AT Evaluation
 Training or technical assistance for the
student
Provide assistive technology services
 Training or technical assistance for parents
 Training or technical assistance for
professionals
paraprofessionals
Not applicable
Included in the appropriate section(s) of the IEP
Assistive technology is not included in the IEP. Math needs are addressed by:
Instructional/intervention to remediate skill deficits
Instructional/intervention to develop compensatory skills
Adaptation of tasks and/or task expectations
Use of human assistance (paraprofessional, peer assistance, etc.)
STUDY SKILLS are addressed in the IEP.
Consider whether assistive technology is needed to:
Improve or supplement study and
organizational skills
Not applicable
Included in the appropriate section(s) of the
IEP
Conduct a Trial Period
Seek additional assistance/consultation
Refer for an AT Evaluation
Provide assistive technology
services
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Picture or picture schedule
Visual organizers
Electronic organizers
Speech output devices that provide verbal
reminders for assignments, sequence of
tasks, etc.
 Software to support organization of ideas
and studying
 Training or technical assistance for the
student
 Training or technical assistance for parents
 Training or technical assistance for
professionals/paraprofessionals
Not applicable
Included in the appropriate section(s) of the
IEP
Assistive technology is not included in the IEP. Study skills are addressed by:
Instructional /intervention to remediate skill deficits
Instructional /intervention to develop compensatory skills
Adaptation of tasks and/or task expectations
Use of human assistance (paraprofessional, peer assistance, etc.)
LISTENING is addressed in the IEP.
Consider whether assistive technology is needed to:
Amplify speech and/or reduce background noise Assistive listening systems (e.g. FM,
infrared, induction loop, class sound
systems, portable sound field
 Not applicable
system, vibro-tactile aid, etc.)
 Included in the appropriate section(s) of the IEP
 Conduct a Trial Period
 Seek additional assistance/consultation
 Refer for an AT Evaluation
Captioning of videotapes and TV
Present spoken information in a written format
 Computer assisted real-time
captioning (CART)
Not applicable

Computer assisted notetaking
Included in the appropriate section(s) of the IEP
(CAN)
 Conduct a Trial Period
Seek additional assistance/consultation
 Refer for an AT Evaluation
 Training or technical assistance for
the student
Provide assistive technology services
 Training or technical assistance for
parents
 Not applicable

Training or technical assistance for
 Included in the appropriate section(s) of the IEP
professionals/ paraprofessionals
Assistive technology is not included in the IEP. Listening needs are addressed by:
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Instructional/intervention to remediate skill deficits
Instructional/intervention to develop compensatory skills
Adaptation of tasks and/or task expectations
Use of human assistance (interpreter, paraprofessional, peer assistance, etc.)
SPEECH/LANGUAGE OR ORAL EXPRESSION is addressed in the IEP.
Consider whether assistive technology is needed to:
Increase the loudness level and/or clarity of speech 
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 Not applicable
 Included in the appropriate section(s) of the IEP
 Conduct a Trial Period
 Seek additional assistance/consultation
 Refer for an AT Evaluation
Supplement/replace speech production with written 
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word, pictures, or graphics that communicate
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 Not applicable
 Included in the appropriate section(s) of the IEP
 Conduct a Trial Period
 Seek additional assistance/consultation
 Refer for an AT Evaluation
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Supplement/replace speech production with
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alternative speech
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Not applicable
Included in the appropriate section(s) of the IEP
Conduct a Trial Period
Seek additional assistance/consultation
Refer for an AT Evaluation
Speech amplifier
Speech clarifier
Communication board/book
Typewriter
Text display or print output
electronic notetaker, portable
word processor, computer/
communication device, TTY
Artificial larynx
Tape recorded speech output
communication device with
variable input options and range
of number of messages that can be
recorded, stored and retrieved
 Electronic communication device
with speech output and input
options
 Computer generated speech
output
 Communication device with
variable input options and text to
speech capacity
 Training or technical assistance
for the student
 Training or technical assistance
for parents
 Training or technical assistance
for professionals/
Not applicable
paraprofessionals
Included in the appropriate section(s) of the IEP
Assistive technology is not included in the IEP. Speech/language are addressed by:
Provide assistive technology services
Instructional/intervention to remediate skill deficits
Instructional/intervention to develop compensatory skills
Adaptation of tasks and/or task expectations
Use of human assistance (paraprofessional, peer assistance, etc.)
DAILY LIVING or RECREATION/LEISURE is addressed in the IEP.
Consider whether assistive technology is needed to:
Improve or supplement development of daily
living skills or leisure/recreational activities
 Not applicable
 Included in the appropriate section(s) of the
IEP
 Conduct a Trial Period
 Seek additional assistance/consultation
 Refer for an AT Evaluation
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Replace human functions to allow activity
accomplishment
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Marking devices
Adapted eating utensils
Adapted dressing aids
Adaptive watches, clocks and alarms,
cassette recorder
Environmental control units
Adaptive driving equipment
Adapted toys, board games, etc.
Lane guides for track and swimming
Speech output devices for distinguishing
color and money
Adjustable basketball hoops, wheelchair
spoke guards, accessible weight training
equipment, etc.
Switch accessible art software
Feeding systems
Transfer systems
 Not applicable
 Included in the appropriate section(s) of the
IEP
 Conduct a Trial Period
 Seek additional assistance/consultation
 Refer for an AT Evaluation
Provide assistive technology services
 Training or technical assistance for the
student
 Training or technical assistance for parents
 Training or technical assistance for
professionals/
paraprofessionals
 Not applicable
 Included in the appropriate section(s) of the
IEP
Assistive technology is not included in the IEP. Daily living needs are addressed by:
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Instructional/intervention to remediate skill deficits
Instructional/intervention to develop compensatory skills
Adaptation of tasks and/or task expectations
Use of human assistance (paraprofessional, peer assistance, etc.)
ORIENTATION and MOBILITY or TRAVEL TRAINING are addressed in the
IEP.
Consider whether assistive technology is needed to:
Enable movement in space or in the
environment
 Not applicable
 Included in the appropriate section(s) of the
IEP
 Conduct a Trial Period
 Seek additional assistance/consultation
 Refer for AT Evaluation
Supplement/replace movement in space or
environment
Low vision devices/hand held magnifiers
White cane/electronic travel aids, talking
compass
 Adaptive mobility aids (rolling canes,
Connecticut Pre-cane Device)
 Auditory location signaler system
 Tactile signage
 Grab bars, lever handles, etc.
 Electronic door opener
 Splint, support canes, walkers, stair glides,
ramps, etc.
 Speech output devices that provide verbal
directions
 Electronic organizer with speech-output
 Tactile or print direction tools
 Remote environmental controls
 Manual or power wheelchair or power
mobility device (personal devices)
Not applicable
Included in the appropriate section(s) of the IEP
Conduct a Trial Period
Seek additional assistance/consultation
 Refer for AT Evaluation
Provide assistive technology services
Training or technical assistance
for the student
 Training or technical assistance for parents
 Training or technical assistance for
professionals/
paraprofessionals
 Not applicable
 Included in the appropriate section(s) of the
IEP
Assistive technology is not included in the IEP. Orientation and/or mobility needs are
addressed by:
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Instructional/intervention to remediate skill deficits
Instructional/intervention to develop compensatory skills
Adaptation of tasks and/or task expectations
Use of human assistance (paraprofessional, peer assistance, etc.)
TRANSITION is addressed in the IEP.
Consider whether assistive technology is needed to:
Improve or develop independent living skills
and community participation
 Not applicable
 Included in the appropriate section(s) of the
IEP
 Conduct a Trial Period
 Seek additional assistance/consultation
 Refer for an AT Evaluation
Support post secondary education,
continuing and adult education and
employment
 Not applicable
 Included in the appropriate section(s) of the
IEP
 Conduct a Trial Period
 Seek additional assistance/consultation
 Refer for an AT Evaluation
Improve employment skills
 Not applicable
 Included in the appropriate section(s) of the
IEP
 Conduct a Trial Period
 Seek additional assistance/consultation
 Refer for an AT Evaluation
Involvement of Vocational
Rehabilitation/Vocational Training
 Not applicable
 Included in the appropriate section(s) of the
IEP Conduct a Trial Period
 Seek additional assistance/consultation
 Refer for an AT Evaluation
 (See daily living consideration of assistive
technology)
 Provide assistive technology that will
support job accommodations
 Provide adaptive transportation
 Provide assistive technology that will
support communication
 (See other IEP areas for consideration of
assistive technology)
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Adaptive transportation, home/work place
modifications, training on adapted
computer technology
 Public transportation, orientation training
 Accessible testing
 Testing, training, education, job coach
 Transfer of device ownership to
student/Vocational Rehabilitation may be
appropriate; follow district procedures and
guidelines for transfer of equipment
 Training or technical assistance for the
student
 Training or technical assistance for parents
 Training or technical assistance for
 Not applicable
professionals/
 Included in the appropriate section(s) of the
paraprofessionals
IEP
Assistive technology is not included in the IEP. Transition needs are addressed by:
Provide assistive technology services
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Instructional/intervention to remediate skill deficits
Instructional/intervention to develop compensatory skills
Adaptation of tasks and/or task expectations
Use of human assistance (paraprofessional, peer assistance, etc.)