It is a federal mandate that every student on an Individualized Education Program (IEP)
MUST be considered for Assistive Technology (including devices and services).
Is it happening at every IEP meeting you attend?
If not, choose to be the catalyst for compliance.
Five-Step AT Consideration Process:
Step 1: Review student's present level of academic achievement and functional performance
Step 2: Review student's IEP goals and objectives
Step 3: Identify tasks to accomplish IEP goals across environments
Step 4: Determine student's functional capability to perform tasks across environments
Step 5: Identify appropriate supports and services, including AT
And what conclusions are reached following AT consideration? There are only four possibilities:
1. The first is that current interventions (what ever they may be) are working and nothing new is needed, including assistive technology.
2. The second possibility is that assistive technology is already being used either permanently or as part of a trial to determine applicability, so that we know that it does work. In that case the IEP team should write the specific assistive technology into the IEP to insure that it continues to be available for the child.
3. The third possibility is that the IEP team may conclude that new assistive technology should be tried. In that case, the IEP team will need to describe in the IEP the type of assistive technology to be tried, including the features they think may help, such as “having the computer speak the text as the student writes”. The IEP team may not know at this point a specific brand or model, and should not attempt to include a product by name, since they do not know if it will perform as expected. Describing the features is the key step for the IEP team in this situation.
4. Finally, the last possibility is that the IEP Team will find that they simply do not know enough to make a decision. In this case, they will need to gather more information. That could be a simple process of calling someone for help, or going to get some print, disk, or online resources to help them better “consider” what AT might be useful. It could also be an indication that they need to schedule (or refer for) an evaluation or assessment of the child’s need for assistive technology.
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In Arizona, we are fortunate to have an AT Lending Library with many items that can be checked out for a month at a time.
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We must document all AT Consideration Trials and Recommendations. This can be added to e-IEP PRO! as Supporting Documentation.
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Please contact Deanna Wagner
, Madison’s Assistive Technology Specialist, in order to help with this process: dwagner@msd38.org
or text 602-684-2953
Modified from documents developed by the Georgia Project for Assistive Technology. Permission to copy for non-commercial purpose is granted if this credit is retained. For additional information, contact GPAT at 528
Forest Parkway, Suite C, Forest Park, GA 30297 or by e-mail at khartsel@doe.k12.ga.us
.

Assistive technology may be addressed in one or more components of the IEP. The need for assistive technology may be addressed in the present levels of performance, in the listing of special education and related services, and in the annual goals, benchmarks, and objectives.
Assistive technology may also be addressed in the supplementary aids and services section, in the modifications required for participation in statewide and district wide assessments, and in the modifications and supports required for school personnel. Assistive technology must always be addressed in the consideration of special factors component of the IEP.
Present Levels of Performance (Form B):
Assistive technology is frequently addressed in the present levels of performance component of the IEP. This section provides a natural place to address assistive technology needs as an integral part of the student’s curriculum taking into account the student’s strengths as well as weaknesses. When documenting assistive technology in the present performance levels, the type of technology that is needed as well as the manner in which it will be used should be described. If the student is currently utilizing an AT tool or strategy, be specific in this section of the IEP so that all team members know what is being used and what level of support is necessary for successful implementation. The following are examples of how assistive technology may be addressed in the present performance levels of the IEP:
John exhibits a severe expressive communication impairment. He communicates with peers and adults within his environment using vocalizations and a voice output augmentative communication device called the Vantage. The current device settings consist of a 45-locations grid of sequenced vocabulary of over 2,000 words. He uses the augmentative communication device in all educational settings and additional vocabulary is programmed as needed for each setting.
Whenever possible, a Descriptive Teaching Model is used, encouraging John to describe an item using current vocabulary rather than constantly programming new words.
Due to her significant visual impairment, Susan is not able to see standard print instructional materials such as textbooks, worksheets, and written tests. She requires that all print copies be enlarged through the use of a photocopier or closed circuit television system. Letters should be at least 36pt font for her to see them, and when using a word processor a contrast of yellow on black is most effective.
Consideration of Special Factors (Form C):
Assistive technology is one of the special factors that must be addressed in the development, review, and revision of each student’s IEP. In IEP-Pro, the heading reads “Statement of
Require Assistive Technology Devices and Services.” Minimal compliance with the requirement to consider assistive technology is responding to the statement in the IEP and checking “Considered, Not Needed.” If needed, check “included.”
The following are examples of how assistive technology may be addressed in the consideration of special factors:
Modified from documents developed by the Georgia Project for Assistive Technology. Permission to copy for non-commercial purpose is granted if this credit is retained. For additional information, contact GPAT at 528
Forest Parkway, Suite C, Forest Park, GA 30297 or by e-mail at khartsel@doe.k12.ga.us
.

John requires the use of a talking calculator for all math activities that require calculation.
Paula needs access to adaptive seating and positioning equipment (prone stander, wedge) in her classes in order to participate in her educational program. Staff need to be trained in proper positioning -- see Supports for School Personnel (Form I) of this IEP.
Karen uses an augmentative communication device with speech output to supplement her current communication skills. See present performance levels and annual goals and objectives for additional information .
Here is a screen shot from an IEP dated 3/12/09:
Annual Goals, Benchmarks, and Objectives (Form D):
When developing annual goals, benchmarks, and objectives, the IEP team should determine whether or not the student requires assistive technology in order to accomplish them. First the goals should be developed and then the need for assistive technology should be addressed.
Assistive technology is not the goal. Rather , it is the means to achieving the goal for many students. The following examples are provided to assist IEP teams in addressing assistive technology in this section of the IEP:
John will compose a three or more sentence paragraph with less than two spelling errors when using a hand-held spellchecker to complete his in-class and homework assignments.
Modified from documents developed by the Georgia Project for Assistive Technology. Permission to copy for non-commercial purpose is granted if this credit is retained. For additional information, contact GPAT at 528
Forest Parkway, Suite C, Forest Park, GA 30297 or by e-mail at khartsel@doe.k12.ga.us
.

Instructional Accommodations and Modifications (Form E):
When addressing assistive technology, IEP teams should document the instructional modifications that the student needs in order to participate in and benefit from his or educational programs.
Accommodations Needed for Participation in Assessments (Form F):
With the re-authorization of the Individuals with Disabilities Education Act, the IEP team must address the accommodations that the student requires in order to participate in state-wide and district-wide assessments. For some students with disabilities, assistive technology may be a required modification beyond standard accommodations (such as more breaks, small group administration, 1-on-1 testing). The following examples are provided to assist the IEP team in addressing assistive technology in this component of the IEP:
When participating in group testing situations, Marcus should wear his auditory trainer to optimize his ability to listen to verbal directions provided by the teacher.
Due to her severe visual impairment, Shantae requires that all testing materials including directions, if appropriate, and answer sheets should be provided to her in Braille.
In order to participate in tests that require a written response of greater than one paragraph,
Stephen needs to use his portable word processor.
Modified from documents developed by the Georgia Project for Assistive Technology. Permission to copy for non-commercial purpose is granted if this credit is retained. For additional information, contact GPAT at 528
Forest Parkway, Suite C, Forest Park, GA 30297 or by e-mail at khartsel@doe.k12.ga.us
.

Statement of Transition Services (Form G):
When addressing transition services required by the student, it is important to address assistive technology devices and services needed by the student and, when appropriate, to address assistive technology that may be required in post-secondary environments. The following is an example of how assistive technology may be addressed in this section of the
IEP.
Colin’s school staff, vocational rehabilitation counselor, and family will contact public and private agencies to assist him in obtaining funding for a communication 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 to technical support that will be available to Colin after he graduates.
Listing of Special Education and Related Services (Form I):
Assistive technology may also be addressed in the special education and related services component of the IEP. Typically assistive technology is provided as a pa rt of the student’s special education and related services and assistive technology devices and services are addressed within these services. There may be times however when assistive technology needs should be addressed separately. The following are examples of how IEP teams may address assistive technology in this component of the IEP:
Occupational Therapy 90 min per month (Clarification: OT includes practice with keyboarding)
Speech-Language Therapy 180 min per month
(Clarification: SLP services include training in augmentative communication device)
Supplementary Aids and Services (Form I):
Assistive technology may also be addressed in the supplemental aids and services component of the IEP. Assistive technology is often provided as a supplemental aid and service when it is required for the children to function in the general education setting. The following are examples of how assistive technology may be addressed in the supplemental aids and services section:
Shaunda will have access to a portable word processor for all note taking in her general
education classes.
Kendra will have access to a calculator for all math activities in her general education
classes.
Modified from documents developed by the Georgia Project for Assistive Technology. Permission to copy for non-commercial purpose is granted if this credit is retained. For additional information, contact GPAT at 528
Forest Parkway, Suite C, Forest Park, GA 30297 or by e-mail at khartsel@doe.k12.ga.us
.

Supports for School Personnel (Form I):
The IEP team should address the supports that the school staff requires in order for them to effectively provide assistive technology devices and services to the student. The following are examples of how assistive technology should be addressed in this section of the IEP:
Paul’s teachers will receive training in the use and programming of his augmentative communication device.
Kelly’s special education and general education teachers will be provided with follow-up training and technical assistance as needed to aid them in integrating the use of her assistive technology devices (spell checker, word processor) into her school curriculum.
Minutes of the IEP Meeting (Prior Written Notice):
The need for assistive technology devices and services may also be addressed in the minutes of the IEP meeting. Examples of statements regarding assistive technology are listed below:
The committee members present discussed Donnita’s recent assistive technology assessment.
Based on the recommendations of the assessment and her classroom performance, it was recommended that she needs to have access to her augmentative communication device in all school settings.
Analysis of the tasks required within all relevant instructional areas reveals that Carleta does not require assistive technology. She can accomplish all tasks independently using standard classroom tools.
Summary:
The IEP is a powerful document for ensuring that students with disabilities have access to the assistive technology devices and services that they need to participate in and benefit from their educational programs. Assistive technology devices and services required by a student with a disability should be clearly documented in the student’s IEP. The type of technology that the student requires and the manner in which it will be used should be specified so that all parties to the IEP, including parents, have a clear understanding of the technology and how it will be used. Once assistive technology has been documented in the IEP, it should be provided in the manner in which it was specified.
Modified from documents developed by the Georgia Project for Assistive Technology. Permission to copy for non-commercial purpose is granted if this credit is retained. For additional information, contact GPAT at 528
Forest Parkway, Suite C, Forest Park, GA 30297 or by e-mail at khartsel@doe.k12.ga.us
.