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 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 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 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 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 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: 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 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 word, pictures, or graphics that communicate 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 alternative 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 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 Replace human functions to allow activity accomplishment 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: 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: 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) 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 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.)