What IEP Teams Need to Know About Assistive Technology

Adapted from the Texas Assistive Technology Network Considering Assistive Technology in the IEP training module and Resource Guide

Congressional Intent of IDEA ’97

Improved student performance Increased accountability Strong parental participation High expectations for student

achievement Linked to the general education

curriculum

Congressional Intent of IDEA ’97

Requires consideration of AT in the IEP process

Places responsibility for decision-making with IEP teams

Increased Emphasis on Assistive Technology

AT Definitions and References

34 CFR 300.5 AT 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.

34 CFR 300.6 AT service - any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device.

(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;

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

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

34 CFR 300.6 AT service - any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device.

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

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

(f) Training or technical assistance for professionals (including individuals providing education or rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of that child

34 CFR 300.308 Assistive Technology – Each public agency shall ensure that assistive technology devices or assistive technology services, or both, are made available to a child with a disability if required as a part of the child’s

(1) Special education (2) Related services(3) 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 FAPE (Free and Appropriate Education)

34 CFR 300.346 Development, Review, and Revision of IEP –

a) Development of IEP2) Consideration of special factors. The IEP

team also shall – v) Consider whether the child requires assistive

technology devices and services

The IEP team needs to:

Understand the process by which AT is considered as part of a student’s IEP.

Increase their awareness and experience with AT resources and options that support instruction and curriculum.

Critical Questions the IEP Team Should Ask:

What task is it that we want this student to do that s/he is unable to do at a level that reflects his/her skills/ abilities (writing, reading, communicating, seeing, and hearing)?

Critical Questions the IEP Team Should Ask:

Is the student currently able to complete tasks with special strategies or accommodations? If yes, then document.

Critical Questions the IEP Team Should Ask:

Is there available assistive technology (either devices, tools, hardware, or software) that could be used to address this task?

Critical Questions the IEP Team Should Ask:

Would the use of assistive technology help the student perform this skill more easily or efficiently, in the least restrictive environment, or perform successfully with less personal assistance?

Assistive Technology has been considered and based on the decision making process, one of three determinations has been made:

Assistive technology devices and/or services are needed in order for the student to receive FAPE and recommendations are documented

It is determined that assistive technology devices and services are not needed and so indicated on the IEP. (Concerns or technology considered and rejected should be documented.)

The IEP team does not have enough information to make an informed decision and recommendations for additional assessment are documented.

Common ErrorsAT is considered for students with severe

disabilities only.No one on the IEP team is knowledgeable

regarding AT.Team does not use a consistent process based on

data about the student, environments and tasks to make decisions.

Consideration of AT is limited to those items that are familiar to team members or are available in the district.

Team members fail to consider access to the curriculum and IEP goals in determining if AT is required in order for the student to receive FAPE.

What AT might look like in the

area of:

WRITINGPencil gripAdapted paperSlant boardAlphaSmartWrite:OutloudCo:WriterVoice recognition softwareLaptop

READINGChanges in text size, spacing, color,

backgroundTracking strategiesSpeaking spellchecker or Reading PenPicture symbolsBooks on tapeComputer with text reading software

MATH

Abacus or number lineModified paperCalculator (large display or keypad)Talking calculatorSoftware with templates for math

computation (MathPad)

STUDY/ORGANIZATION SKILLS

Print or picture scheduleOrganizational aids (e.g. color coding,

index tabs, pocket calendars)HighlightersTape recorderElectronic organizer (PDA)Organizational software (Inspiration)

Access to Curriculum & Instruction

Large print booksBooks with modified reading levelTeacher generated outlines or key notesAmplification systemsSwitches or special keyboards for computer

accessScanner and/or electronic text

COMMUNICATION

Sign languageObject symbolsPicture boards, books, or walletsVoice output device (range from single

message digitized to complex synthesized speech)

Laptop with speech generating software

Daily Living Activities

Adapted feeding utensilsAdapted writing utensilsAdapted deskAdapted chair

Guiding Principles for AT

Primary goal is enhancement of capabilities and removal of barriers

AT can be a barrierAT may be applicable to all disability

groups in all phases of educationAT is related to function not a specific

disability

Synthesized by Joy Zabala, 1992

Guiding Principles for AT cont.

First consideration should be least complexAssessment and intervention is a continuous,

dynamic processSystematic problem analysis and solving are

essentialAT does not eliminate the need for social and

academic skills instructionA team approach is required

Ten Assistive Technology Realities1. Determining when a device is needed for FAPE

is no easy task.2. There is no cookbook for including AT in an

IEP.3. There is no IDEA exemptions for personal use

devices.4. The difference between “medically necessary”

and “educationally necessary is as clear as mud.

5. If it is in the IEP, the school MUST make sure the device is available and functioning properly…regardless of who paid for or owns the device.

Ten Assistive Technology Realities6. IF you name a specific brand name device in an

IEP, that is the device the school is obligated to provide.

7. Schools cannot limit AT to in-school-only use…but not all devices available at school must go home.

8. A computer is not the answer to every AT need.

9. There is no magic wizard with all the AT expertise.

10. Knowledge is protection against litigation, and knowledge helps you do what is right for kids.

Assistive Technology Resources

www.qiat.orgwww.gpat.orgwww.ldresources.comwww.wati.orgwww.texasat.netwww.closingthegap.comwww.cast.org www.ideapractices.org