ConsideringConsidering Assistive Assistive

Technology Technology in the IEP Processin the IEP Process

Definition

Consideration

Goals

Plan

ObjectivesObjectives

• Define assistive technologyDefine assistive technology• Identify where assistive technology is Identify where assistive technology is

addressed in the IEPaddressed in the IEP• Understand how to identify assistive Understand how to identify assistive

technology in the IEPtechnology in the IEP• Identify indicators of appropriate assistive Identify indicators of appropriate assistive

technology considerationtechnology consideration• Know who to contact with questions Know who to contact with questions

regarding assistive technologyregarding assistive technology

What is Assistive What is Assistive Technology?Technology?

• The Individuals with Disabilities The Individuals with Disabilities Education Act IDEA (Public Law Education Act IDEA (Public Law 105-17) offers clear definitions of 105-17) offers clear definitions of assistive technology devices and assistive technology devices and services.services.

Legal DefinitionsLegal Definitions

Assistive Technology Devices Assistive Technology Devices

• any item, piece of equipment or any item, piece of equipment or product system, whether acquired product system, whether acquired commercially off the shelf, commercially off the shelf, modified, or customized, that is modified, or customized, that is used to increase, maintain, or used to increase, maintain, or improve the functional improve the functional capabilities of children with capabilities of children with disabilities. (Section 300.5)disabilities. (Section 300.5)

Assistive Technology ServiceAssistive Technology Service

• any service that directly assists a child with any service that directly assists a child with a disability in the selection, acquisition, and a disability in the selection, acquisition, and use of an assistive technology device. use of an assistive technology device.

The term includes-The term includes-

Assistive Technology Assistive Technology ServiceService

• (a) The evaluation of the needs of a child with a disability, including a functional evaluation (a) The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child’s customary environment;of the child in the child’s customary environment;

• (b) Purchasing, leasing, or otherwise providing for the acquisition of assistive technology (b) Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities;devices by children with disabilities;

• (c) Selecting, designing, fitting, customizing, adapting, applying, retaining, repairing, or (c) Selecting, designing, fitting, customizing, adapting, applying, retaining, repairing, or replacing assistive technology devices;replacing assistive technology devices;

• (d) Coordinating and use of other therapies, interventions, or services with assistive (d) Coordinating and use of other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation technology devices, such as those associated with existing education and rehabilitation plans and programs;plans and programs;

• (e) Training or technical assistance for a child with a disability or, if appropriate, that (e) Training or technical assistance for a child with a disability or, if appropriate, that child’s family; andchild’s family; and

• (f) Training or technical assistance for professionals (including individuals or rehabilitation (f) Training or technical assistance for professionals (including individuals or rehabilitation services), employers, or other individuals who provide services to employ, or are otherwise services), employers, or other individuals who provide services to employ, or are otherwise substantially involved in the major life functions of children with disabilities. (Section substantially involved in the major life functions of children with disabilities. (Section 300.6)300.6)

What makes a standard What makes a standard instructional technology tool instructional technology tool assistive technology?assistive technology?

assistive technology

standard instructional technology tools used by general education population

• calculator

• computer based word processing

• portable word processor

• talking spell checker

special education student

• Requires an assistive technology tool to accomplish educationally relevant tasks • IEP team determines that the student requires it to accomplish IEP goals and objectives

When can assistive technology When can assistive technology consideration, assessment, and consideration, assessment, and decision making take place?decision making take place?

Depending on specific student needs:Depending on specific student needs:– Can take place as part of a comprehensive evaluation Can take place as part of a comprehensive evaluation

– Can take place during the IEP process (annual review)Can take place during the IEP process (annual review)

– Can be part of the ongoing process after the IEP during Can be part of the ongoing process after the IEP during the equipment trial periodthe equipment trial period

– Can take place as part of a students regular Can take place as part of a students regular programmingprogramming

– Can take place as a formal assistive technology Can take place as a formal assistive technology assessmentassessment

What are the steps the IEP What are the steps the IEP team takes when considering team takes when considering assistive technology for a assistive technology for a student?student?– Identify the students present levels Identify the students present levels

of performance.of performance.

Areas to be considered:Areas to be considered:•Handwriting •Written expression •Mobility •Reading •Communication •Vision•Recreation •Self care

•Spelling•Math•Endurance•Hearing •Positioning and seating•Control of the environment•Computer access•Daily organization

Identify present levels of educational performance (PLEP Statement)•Describe how the students disability affects involvement and progress in the general curriculum.

AREAS TO CONSIDERHandwriting Written expression Mobility Reading Communication VisionSpelling Recreation Self careMath Control of the environmentEndurance Computer access Hearing Daily organization Positioning and seating

What are the steps the IEP team What are the steps the IEP team takes when considering assistive takes when considering assistive technology for a student?technology for a student?• Identify the students present levels of Identify the students present levels of

performance.performance.

• Develop IEP goals and objectives.Develop IEP goals and objectives.– Identify the Identify the taskstasks the student needs to the student needs to

participate inparticipate in– Identify student needsIdentify student needs

Identify present levels of educational performance (PLEP Statement)•Describe how the students disability affects involvement and progress in the general curriculum.

Identify the tasks the student needs to participate in.

Identify student needs/goals

Reading

Math

Spelling

Communication Note taking

Organization

Use correct spelling

Legible written work

Word recognitionIndependent work skills

comprehensionDemonstrate learned skills

AREAS TO CONSIDERHandwriting Written expression Mobility Reading Communication VisionSpelling Recreation Self careMath Control of the environmentEndurance Computer access Hearing Daily organization Positioning and seating

What are the steps the IEP team What are the steps the IEP team takes when considering assistive takes when considering assistive technology for a student?technology for a student?• Identify the students present levels of Identify the students present levels of

performance.performance.• Develop IEP goals and objectives.Develop IEP goals and objectives.

– Identify the Identify the taskstasks the student needs to participate in the student needs to participate in– Identify student needsIdentify student needs

• Determine if the student requires assistive Determine if the student requires assistive technology to accomplish the goals and technology to accomplish the goals and objectives and explore possible solutions.objectives and explore possible solutions.– This determination is based on data about the This determination is based on data about the

students students present levels of performancepresent levels of performance, their , their environmentenvironment, and , and taskstasks the student needs to the student needs to complete.complete.

Low Tech ToolsPencil gripsColor codingHighlightersSlanted surfacesReading and writing guidesEnlarged worksheets

Mid Tech ToolsBooks on tapeTalking spell checker, dictionaryWord processorTape recorderAdaptive eating utensilsSwitch controlled toy, light, blender

High Tech ToolsText readersVoice recognitionEnvironmental control devicesAugmentative communication deviceSoftware for manipulation of objectsElectronic books

Identify present levels of educational performance (PLEP Statement)•Describe how the students disability affects involvement and progress in the general curriculum.

Identify the tasks the student needs to participate in.

Identify student needs/goals

Reading

Math

Spelling

Communication Note taking

Organization

Use correct spelling

Legible written work

Word recognitionIndependent work skills

comprehensionDemonstrate learned skills

AREAS TO CONSIDERHandwriting Written expression Mobility Reading Communication VisionSpelling Recreation Self careMath Control of the environmentEndurance Computer access Hearing Daily organization Positioning and seating

What activities take place in the environment

What materials, equipment, supports,

resources are available

What is the physical arrangement

Where- classroom, home, community, therapy

Environment

Explore possible solutions

What are the steps the IEP team What are the steps the IEP team takes when considering assistive takes when considering assistive technology for a student?technology for a student?• Identify the students present levels of Identify the students present levels of

performance.performance.

• Develop IEP goals and objectives.Develop IEP goals and objectives.

• Determine if the student requires assistive Determine if the student requires assistive technology to accomplish the goals and technology to accomplish the goals and objectives and explore possible solutions. objectives and explore possible solutions. – This determination is based on data about the This determination is based on data about the

students present levels of performance, their students present levels of performance, their environment, and tasks the student needs to environment, and tasks the student needs to complete.complete.

• Document team decisions regarding assistive Document team decisions regarding assistive technology devices and services in the IEP.technology devices and services in the IEP.

Low Tech ToolsPencil gripsColor codingHighlightersSlanted surfacesReading and writing guidesEnlarged worksheets

Mid Tech ToolsBooks on tapeTalking spell checker, dictionaryWord processorTape recorderAdaptive eating utensilsSwitch controlled toy, light, blender

High Tech ToolsText readersVoice recognitionEnvironmental control devicesAugmentative communication deviceSoftware for manipulation of objectsElectronic books

Identify present levels of educational performance (PLEP Statement)•Describe how the students disability affects involvement and progress in the general curriculum.

Identify the tasks the student needs to participate in.

Identify student needs/goals

Reading

Math

Spelling

Communication Note taking

Organization

Use correct spelling

Legible written work

Word recognitionIndependent work skills

comprehensionDemonstrate learned skills

Document team decisions regarding assistive technology devices and services in the IEP

AREAS TO CONSIDERHandwriting Written expression Mobility Reading Communication VisionSpelling Recreation Self careMath Control of the environmentEndurance Computer access Hearing Daily organization Positioning and seating

What activities take place in the environment

What materials, equipment, supports,

resources are available

What is the physical arrangement

Where- classroom, home, community, therapy

Environment

Explore possible solutions

Utilize this ongoing process to review and revise a students plan

Where is assistive technology Where is assistive technology identified in the IEP? identified in the IEP?

• IDEA regulations do not identify how or where to IDEA regulations do not identify how or where to address assistive technology in the IEP however address assistive technology in the IEP however they do specify that consideration is documented they do specify that consideration is documented somewhere in the IEP.somewhere in the IEP.

• AT should be identified in the part or parts of the AT should be identified in the part or parts of the IEP that best fit with the type of assistive IEP that best fit with the type of assistive technology provided.technology provided.

• Assistive technology considerations should Assistive technology considerations should correspond to the areas addressed by the IEP correspond to the areas addressed by the IEP goals and objectives.goals and objectives.

Where is assistive technology Where is assistive technology identified in the IEP?identified in the IEP?

• The following statement is a The following statement is a mandatorymandatory component to be component to be checked and addressed on the IEP checked and addressed on the IEP

“ “ The need for assistive technology devices or services was The need for assistive technology devices or services was considered”considered”

• Present levels of performancePresent levels of performance

• Special education Programs/Ancillary and other related servicesSpecial education Programs/Ancillary and other related services

• Supplementary aids and servicesSupplementary aids and services

• Program modifications or support for school personnelProgram modifications or support for school personnel

• Modification to assessmentsModification to assessments

• Transition servicesTransition services

How do I write a assistive How do I write a assistive technology device into the technology device into the IEP?IEP?

• Describe the type of assistive technology with Describe the type of assistive technology with enough detail including features, and device enough detail including features, and device category without specifying the brand name. This category without specifying the brand name. This allows flexibility to update equipment without allows flexibility to update equipment without reconvening the IEP.reconvening the IEP.– Examples of features and general categories of devices:Examples of features and general categories of devices:

• voice output devicevoice output device• text readerstext readers• word predictionword prediction• screen enlarging software screen enlarging software • voice recognition softwarevoice recognition software• talking spell checkertalking spell checker• hand held scannershand held scanners• portable word processor portable word processor • large button calculatorlarge button calculator

Who provides assistive Who provides assistive technology and how is it technology and how is it funded?funded?• When the IEP team determines that a device is When the IEP team determines that a device is

educationally relevant and necessary for the student to educationally relevant and necessary for the student to achieve IEP goals and objectives, the school district achieve IEP goals and objectives, the school district must provide the recommended device without delay or must provide the recommended device without delay or further review or approval from other school officials.further review or approval from other school officials.

• If a device is specified in the IEP it must be available and If a device is specified in the IEP it must be available and functioning properly.functioning properly.

• Assistive technology is specified in the IEP even if the Assistive technology is specified in the IEP even if the device may be funded by another agency.device may be funded by another agency.

• When AT is specified in the IEP a school can not delay When AT is specified in the IEP a school can not delay implementation of that part of the IEP while they wait for implementation of that part of the IEP while they wait for external funding. Short term device loaner or rental external funding. Short term device loaner or rental should be considered.should be considered.

Who owns the assistive Who owns the assistive technology device?technology device?

• If the school purchases the device If the school purchases the device the school owns it. the school owns it.

• If the student moves out of the If the student moves out of the district, the device does not district, the device does not automatically follow the student automatically follow the student unless the district makes an unless the district makes an agreement to transfer it to another agreement to transfer it to another school district.school district.

How is assistive technology How is assistive technology funded for students attending funded for students attending a private school?a private school?

• The public school district that the The public school district that the private school resides in has the private school resides in has the responsibility for providing the responsibility for providing the assistive technology services and assistive technology services and devices.devices.

Can the student use the Can the student use the assistive technology device assistive technology device at home?at home?

• An assistive technology device may be An assistive technology device may be taken home at night, weekends, or taken home at night, weekends, or over the summer if :over the summer if :– the use in other settings is included in the the use in other settings is included in the

IEP andIEP and– it is determined that the use of the device it is determined that the use of the device

at home is needed in order to assist the at home is needed in order to assist the student in meeting his/her IEP goals.student in meeting his/her IEP goals.

Where can I access other state Where can I access other state and national assistive and national assistive technology resources?technology resources?• www.matr.orgwww.matr.org - Michigan's Assistive Technology Resource - Michigan's Assistive Technology Resource

(MATR) provides information services, support materials, (MATR) provides information services, support materials, technical assistance, and training to local and intermediate school technical assistance, and training to local and intermediate school districts in Michigan to increase their capacity to address the districts in Michigan to increase their capacity to address the needs of students with disabilities for assistive technology.needs of students with disabilities for assistive technology.

• www.closingthegap.com – searchable database of AT including www.closingthegap.com – searchable database of AT including articles from their newsletter.articles from their newsletter.

• www.fctd.infowww.fctd.info – Family Center on Technology and Disability – Family Center on Technology and Disability• www.wati.org Wisconsin Assistive Technology Initiative, www.wati.org Wisconsin Assistive Technology Initiative,

examples of assessment forms, updates, AT information best examples of assessment forms, updates, AT information best practice tips and more.practice tips and more.

• www.setp.net – Special Education Technology Practice, journal www.setp.net – Special Education Technology Practice, journal containing containing

AT research and best practice.AT research and best practice.• www.jset.unlv.edu – Journal of Special Education Technology, www.jset.unlv.edu – Journal of Special Education Technology,

Free with a Technology and Media Division of the Council for Free with a Technology and Media Division of the Council for Exceptional Children (TAM) membership Exceptional Children (TAM) membership

• www.tamcec.org - Technology and Media (TAM) Division of the www.tamcec.org - Technology and Media (TAM) Division of the Council for Exceptional Children (CEC)Council for Exceptional Children (CEC)

Created 2/03 Debbie Spring Lenawee Intermediate School District 517-266-6999 ex 1262Created 2/03 Debbie Spring Lenawee Intermediate School District 517-266-6999 ex 1262