Considering ASSISTIVE TECHNOLOGY in the IEP Process

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 children with disabilities.

Assistive Technology For people with disabilities, technology makes doing things possible. What differentiates technology from assistive technology is its function. Whether it is used as an enhancement or a necessity.

What makes a standard instructional technology tool assistive technology? standard instructional technology tools used by general education population special education student Requires an assistive technology tool to accomplish educationally relevant tasks calculator assistive technology portable word processor IEP team determines that the student requires it to accomplish IEP goals and objectives talking spell checker computer based word processing

Assistive Technology Service Any service that directly assists a child with a disability in the selection, acquisition, and use of an assistive technology device

AT Services may include: Evaluation of the student’s needs Selecting, designing, fitting, customizing, repairing of devices Obtaining equipment Coordinating services Training or technical assistance for the student, staff, and family

Let’s look at some examples.....

Academic and Learning Aids IntlliKeys keyboard, Franklin spelling master, talking calculator, Clicker 6 software, vision board keyboard.

Aids for Daily Living Adapted cup, bowl & spoon, Powerlink appliance controller, adapted bathroom chair

Assistive Listening Devices FM unit

Augmentative Communication Super talker, dynavox, voice output switch, Tech Talk augmentative device

Computer Access Switch interface, braille display, IntelliKeys keyboard, adapted joystick, touch screen

Environmental Control Single switch voice output, switch interface, switches, Powerlink control unit

Mobility Aids Wheelchair, walker, white cane, crutches

Pre-vocational & Vocational 1 2 3 Voice recorder/reminder, visual organization system, sorting & packaging aides

Recreation and Leisure Switch operated game spinner, Ablenet BookWorm Literacy tool

Seating and Positioning Photos of Rifton chair, stander, seating system, seating wedge, bolsters

Visual Aids Photos of Braille Note, video magnifier, and reading system

Assistive Technology in the IEP IDEA mandates the school system’s responsibility to provide assistive technology to students with disabilities. Student’s need must be considered on a case by case basis.

How do we determine a student’s AT needs? The IEP team must review the student’s AT needs in each content area on an annual basis

What does the IEP Team need to consider? (see form) What task is it that we want the student to do? (What are your learning goals for the student?) What are the barriers that prevent the student from reaching these goals (at an expected level of his/her abilities)?

What does the IEP Team need to consider? (cont) 3. What has been tried and is it working? - if yes, document - if no: a. If it is not working, are there additional considerations or is there other technology available (new or additional)?

What does the IEP Team need to consider? (cont) b. Do we have the resources/collective knowledge to meet the needs or provide additional technologies? If yes, what will be tried? If no, what resources and/or knowledge can we access to meet this need?

How do we document a student’s AT needs? Document the recommended AT devices and services in the goals, objectives, and related service needs in the IEP.

Is this information already included in the Perkins IEP’s??? YES!!! In the student profile In PLEP A In PLEP B In additional information Other?

So...what do we need to do differently? We need to specify in the IEP that the student’s AT needs were considered (answering the questions on the previous slides) by the team and document that in the IEP.

How do we do that? Suggestion: Include a section in the student profile: “Mary’s AT needs were considered as part of the IEP planning process and it has been determined that: Mary’s needs are being met with the current AT or Mary’s needs could be met by....(new solutions here) or Mary’s needs cannot be met the resources we currently have in place and we will need to access....(id outside resources )

How do we do that? (cont.) Also include in the Student Profile: Specific information regarding Mary’s use of AT is documented in the PLEP A&B, goal and objectives sections of the IEP.

What process is currently being used to review a student’s AT needs on an annual basis? Deafblind Lower School Early Learning Center Secondary

When to refer to the AT team When the local school team has determined the student needs AT, but does not feel they have the equipment or knowledge to address the student’s needs