1. Considerations and Documentation of AT in the IEP
ASSISTIVE TECHNOLOGY
IDEA defines it as "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 functional capabilities of individuals with disabilities.”
The term does not include a medical device that is surgically implanted, or the replacement of such a device.

2. THE LAW: ASSISTIVE TECHNOLOGY
Considerations and Documentation of AT in the IEP
THE LAW: ASSISTIVE TECHNOLOGY
Each public agency shall ensure that Assistive Technology devices or Assistive Technology services, or both, as those terms are defined in SS , are made available to a child with a disability if required as a part of the child’s:
Special education,
Related services, or
Supplementary aids and services
On a case-by-case basis, the use of school-purchased Assistive Technology devices in a child’s home or in other settings is required if the child’s IEP team determines that the child needs access to those devices in order to receive a free and appropriate public education.
Medical devices are not included.
IDEA 20, USC, Ch 33, Section 1401 (25) US

3. Considerations and Documentation of AT in the IEP
AT CONSIDERATION
AT must be considered and documented for every student who has an IEP
All IEP teams must be able to consider and document AT needs for every student
Students on a 504 plan may also be entitled to AT as a reasonable accommodation
If the student doesn't qualify for an IEP (Individualized Education Plan) but still requires some accommodations and modifications to fully participate in the classroom, a 504 plan may be called for.
The "504" in "504 plan" refers to Section 504 of the Rehabilitation Act and the Americans with Disabilities Act, which specifies that no one with a disability can be excluded from participating in federally funded programs or activities, including elementary, secondary or postsecondary schooling.

4. ONE OR MORE AREAS OF THE IEP MAY DOCUMENT ASSISTIVE TECHNOLOGY:
Present Levels
“THE Box” (Consideration - Form C)
Embedded in goals
Supplementary Aids, AT and Services
Program Modifications or Supports for School Personnel
Accommodations and Modifications

5. PLAAPF EXAMPLES www.gpat.org
John exhibits a severe expressive communication impairment. He communicates with peers and adults within his environment using vocalizations and an eight location voice output augmentative communication device. He uses the device in all educational settings and appropriate vocabulary is programmed for each setting.
Due to her significant visual impairment, Susan is not able to access 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. Computer-based materials are enlarged using a text enlargement software application.
This slide refers to examples found in the GPAT Narrative on Documenting AT in the IEP.

6. 4th Grader
Xx is unable to independently write her name or numbers to complete writing assignments in her special education classes due to low tone and poor coordination. She has access to rubber stamps, word processing and IntelliKeys (alternate keyboard) and needs help with positioning these tools to make them most functional (non-slip material and/or slant board).
She cannot identify letters or words, so access to a talking word processor with a “Speak on Letters” feature is being used to help with her spelling and reading goals.

7. “THE BOX”
Form C is the Consideration of Other Factors section. Try to include the words in your meeting, “We considered AT, and we all agree to check under Statement of Required Assistive Technology Devices and Services”:
Considered, Not Needed
Included
On this form, there is a text area available to describe the tools; be sure they are related to the agreed upon tasks, and do not use brand names (e.g., Dragon Dictate, AlphaSmart).

8. Example: John John Check AT Statement: Included
This kindergarten student uses a walker for mobility, switches to control toys, and simple voice output communication devices for requests/greetings (again, do not indicate specific names/brands of devices here)
Note that Assistive Technology needed relates to tasks he needs to complete in his educational environment, but that specific brands of devices are not listed here.

9. AT EMBEDDED IN GOALS
During classroom activities, Kim will activate the appropriate switch (from two options - one preferred and one neutral) with no more than 3 prompts on 4 out of 5 opportunities.
Short term objective: activate switch to gain attention of teachers
Short term objective: greet adults and peers
Short term objective: request motivating materials
Here is one example of a goal. When dividing up into groups, brainstorm other goal(s) for Kim as well as 6 other case studies.

10. Supplementary Aids, AT and Services
AT Solutions for Mechanics of Writing
AT Solutions for Written Composition
AT Solutions for Studying/Learning
AT Solutions for Math
AT Solutions for Computer Access
AT Solutions for Reading
AT Solutions for Communication
As in the goals section of the IEP, list features and general function of the tool (to accomplish tasks in specified environments)
GPAT narrative examples:
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.
Other examples:
Abraham will have access to a communication device with levels in special ed classroom and in all inclusion settings (lunch/specials)

11. SUPPLEMENTAL SERVICES EXAMPLES
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.

12. Program Modifications or Supports for School Personnel
Training for student
Training for school personnel
Training for family
GPAT Narrative examples:
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.

13. EXAMPLE: 6TH GRADE STUDENT
Supplementary Aids/AT
Portable word processor, word prediction software, software for concept webbing
Services
Staff, student, and parents should receive training in the use of the portable word processor and the software programs

14. Accommodations and Modifications
Provisions made in how the student accesses/demonstrates learning
Modifications
Changes in what the student is expected to learn or demonstrate
Accommodations which are provided for instruction should also be made available for assessment. Therefore it is important to document these in the IEP.

15. EXAMPLES 6th grader academic - accommodations
Extended time for tests
Shortened assignments
Allow oral responses rather than written
Use assistive technology with spell check, grammar check, and predict ahead functions turned off (for testing)
3rd grader Sammy Sue - modifications
Alternative assignments will be provided as needed.
Alternative assessments will be provided as needed.
Simplified curriculum (limit the number of concepts, knowledge, or skills to be mastered and assessed).
Look at the other case studies and discuss the different accommodations and modifications that should be documented.

16. Assistance in Consideration
Considerations and Documentation of AT in the IEP
Assistance in Consideration
Tiered knowledge model
IEP teams (Tier 1) may request assistance from Tier 2 (AT Team Members) when needed
Process includes:
IEP team brainstorming
Guided observation and trials
Plan development and implementation
Tiered knowledge takes into consideration that some people in the district may have more specialized knowledge than others. Refer to Easter Seals document from University of Kentucky AT Project: Survey of AT Knowledge & Skills for Guiding Professional Development For School Personnel, Students Using AT, and Their Parents

17. TIER ONE: IEP TEAM - ASKS AND ANSWERS
Who is the student?
What is the environment like? What supports are currently available?
What tasks does the student need to accomplish?
What would the tools look like (i.e., features)?
Where do I go to find the exact tools?

18. If the IEP team is unable to answer some of these questions, they may need help.
Fill out the Assistance Request for AT form and intercampus mail to Deanna Wagner, Meadows.
Deanna can coordinate and touch base with Tier 2 people who may be able to help.
Tier 2 people include staff from different disciplines who have experience with assistive technology.
Tier 2 may also include the AZ Dept of Ed Assistive Technology Specialists with access to a Loan Library of equipment.

19. CONTACT DEANNA WAGNER
Available for classroom visits, observations, consults, guiding AT implementation and consideration
(text)
Part-time district employee (W/F), please allow time for response
Office at Meadows

20. Considerations and Documentation of AT in the IEP
REASONS TO USE AT
Increase levels of independence
Improve quality of life
Increase productivity
Enhance performance
Expand educational/ vocational options
Increase success in regular ed
Reduce amount of support services
Remember why we are using AT.
Part II of this Workshop will explore the IEP process and documentation of Assistive Technology in more detail. For now, let’s take some time and look at more examples of light-tech to high-tech tools.

21. Instructional or Access Areas:
Writing
Spelling
Reading
Math
Studying/ Organizational Skills
Listening
Oral Communication
Seating/Positioning/ Mobility
Daily Living Activities
Recreation and Leisure
Pre-vocational and Vocational

22. QUALITY INDICATORS OF AT CONSIDERATION
Consider AT for all students with disabilities vs. only students with severe disabilities
Include staff on the IEP team who are knowledgeable and skilled in AT interventions
Use a consistent process for gathering data about the student, environment, and required tasks

23. Assistive Technology Trials and Recommendations
Considerations and Documentation of AT in the IEP
Assistive Technology Trials and Recommendations
Describe AT to be trialed, including means of documenting success.
Indicate what type of AT is required by the student to accomplish tasks identified.
Describe features of the tools rather than single names, though you may indicate an example “Talking Word Processor such as IntelliTalk”

24. Considerations and Documentation of AT in the IEP
DURING AT TRIALS
Be sure to consider what the student is willing to use and try equipment before purchase.
We can use the AZ Department of Ed Exceptional Student Services AT Short Term Loan Library
See handout - Hey! Can I try that? (bound copy to pass around, title/final page in participant handout packet)
Before selecting something for a student, be sure to include him/her in the process.
Look for your state AT Resources and do what you can to borrow or trial items before purchase.
See handout - Easter Seals Assistive Technology School Project: Guidance on Developing a List of AT Resources in Your State

25. AT Consideration Conclusions
AT Consideration Conclusions can be documented in e-IEP Pro in the text area of Consideration of Special Factors Form C (once again, describing features without indicating specific device/brand)
If the IEP document is already locked, then AT Considerations results should be added as Supporting Documentation and included in a Prior Written Notice.