Documenting the Consideration of AT in the IEP

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Documenting the Consideration of AT in the IEP

• Although the IDEA has clearly mandated that IEP
  teams consider assistive technology devices and
  services for each student, many IEP team members
  question how this requirement can be effectively
  implemented for individual students. The Quality
  Indicators for Assistive Technology (QIAT)
  Consortium has developed a list of indicators
  that clearly define the critical elements of
  effective AT consideration.

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Documenting the Consideration of AT in the IEP

• The Quality Indicators for Consideration of
  Assistive Technology Needs are listed below
• Assistive technology devices and services are
  considered for all students with disabilities
  regardless of the type and severity of
  disability.
• The IEP team has the knowledge and skills to make
  informed assistive technology decisions.
• The IEP team uses a collaborative decision making
  process based on data about the student
  environments and tasks to determine assistive
  technology needs.
• A continuum of assistive technology devices and
  services is explored.
• Decisions regarding the need for assistive
  technology devices and services are made based on
  access to the curriculum and the student's IEP
  goals and objectives.
• Decisions regarding the need for assistive
  technology devices and services and supporting
  data are documented.

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Instructional Technology vs. Assistive
Technology

• Assistive Technology may be used as Instructional
  Technology
• Whole Class Instruction
• Projects
• Skill Building

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Instructional Technology vs. Assistive
Technology

• The critical question
• Can the student complete the task without the
  technology?
• If the student requires the technology to
  complete the task, it is Assistive Technology

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If the student is independent with Standard
Classroom Tools

• When the team considered (students name)s need
  for Assistive Technology, it was decided that
  s/he can independently complete tasks with
  standard classroom tools. (Optional These
  tools include _________).

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If the student is independent with Accommodations
or Modifications

• When the team considered (students name)s need
  for Assistive Technology, it was decided that
  s/he can independently complete tasks with
  Accommodations or Modifications currently in
  place. Accommodations or Modifications are
  documented in the appropriate section of the IEP.

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If the student requires Assistive Technology
currently in place

• When the team considered (students name)s need
  for Assistive Technology, it was decided that
  s/he requires Assistive Technology.

• Document and describe the students Assistive
  Technology use in the present levels. (Name and
  describe how the student uses Assistive
  Technology in the educational environment.)
• Document Assistive Technology in the goals and
  objectives as a tool used to meet an existing
  curricular objective. Do not name the Assistive
  Technology device or software used, list the
  required features.
• List the Assistive Technology device or software
  that the student is currently using in Minutes.

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If the student requires Assistive Technology
currently in place

• An Assistive Technology Consideration Checklist
  must be completed if
• The students access to Assistive Technology will
  change due to a change or addition of environment
  
• Or
• The student has been using school or class
  Assistive Technology equipment and needs
  individual access

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If Assistive Technology may be required

• When the team considered (students name)s need
  for Assistive Technology, it was decided that
  Assistive Technology may be needed.

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"This 'telephone' has too many shortcomings to be
seriously considered as a means of communication.
The device is inherently of no value to
us.--Western Union internal memo, 1876.

• "Computers in the future may weigh no more than
  1.5 tons."
• --Popular Mechanics, forecasting the relentless
  march of science, 1949