Considering Assistive Technology in the IEP Process

1
Considering Assistive Technology in the IEP
Process
Goals
Definition
Plan
Consideration
2
Objectives

• Define assistive technology
• Identify where assistive technology is addressed
  in the IEP
• Understand how to identify assistive technology
  in the IEP
• Identify indicators of appropriate assistive
  technology consideration
• Know who to contact with questions regarding
  assistive technology

3
What is Assistive Technology?

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

4
Legal Definitions

• Assistive Technology Devices
• 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.
  (Section 300.5)

5

• Assistive Technology Service
• any service that directly assists a child with a
  disability in the selection, acquisition, and use
  of an assistive technology device.
• The term includes-

6
Assistive Technology Service

• (a) The evaluation of the needs of a child with a
  disability, including a functional evaluation of
  the child in the childs 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, applying, retaining, repairing, or
  replacing assistive technology devices
• (d) Coordinating and use of 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
  childs family and
• (f) Training or technical assistance for
  professionals (including individuals or
  rehabilitation 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 300.6)

7
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

• IEP team determines that the student requires it
  to accomplish IEP goals and objectives

• portable word processor

• talking spell checker

• computer based word processing

8
When can assistive technology consideration,
assessment, and decision making take place?

• Depending on specific student needs
• Can take place as part of a comprehensive
  evaluation
• Can take place during the IEP process (annual
  review)
• Can be part of the ongoing process after the IEP
  during the equipment trial period
• Can take place as part of a students regular
  programming
• Can take place as a formal assistive technology
  assessment

9
What are the steps the IEP team takes when
considering assistive technology for a student?

• Identify the students present levels of
  performance.
• Areas to be considered

10

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

AREAS TO CONSIDER Handwriting Written
expression Mobility Reading
Communication Vision Spelling
Recreation Self care Math
Control of the environment Endurance
Computer access Hearing Daily
organization Positioning and seating
11
What are the steps the IEP team takes when
considering assistive technology for a student?

• Identify the students present levels of
  performance.
• Develop IEP goals and objectives.
• Identify the tasks the student needs to
  participate in
• Identify student needs

12

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

AREAS TO CONSIDER Handwriting Written
expression Mobility Reading
Communication Vision Spelling
Recreation Self care Math
Control of the environment Endurance
Computer access Hearing Daily
organization Positioning and seating
Reading
Spelling
Communication
Note taking
Identify the tasks the student needs to
participate in.
Organization
Math
Use correct spelling
Legible written work
Identify student needs/goals
Word recognition
Independent work skills
comprehension
Demonstrate learned skills
13
What are the steps the IEP team takes when
considering assistive technology for a student?

• Identify the students present levels of
  performance.
• Develop IEP goals and objectives.
• Identify the tasks the student needs to
  participate in
• Identify student needs
• Determine if the student requires assistive
  technology to accomplish the goals and objectives
  and explore possible solutions.
• This determination is based on data about the
  students present levels of performance, their
  environment, and tasks the student needs to
  complete.

14

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

AREAS TO CONSIDER Handwriting Written
expression Mobility Reading
Communication Vision Spelling
Recreation Self care Math
Control of the environment Endurance
Computer access Hearing Daily
organization Positioning and seating
Reading
Spelling
Communication
Note taking
Identify the tasks the student needs to
participate in.
Organization
Math
Use correct spelling
Legible written work
Identify student needs/goals
Word recognition
Independent work skills
comprehension
Demonstrate learned skills
What activities take place in the environment
What is the physical arrangement
Environment
What materials, equipment, supports, resources
are available
Where- classroom, home, community, therapy
Explore possible solutions
Low Tech Tools Pencil grips Color
coding Highlighters Slanted surfaces Reading and
writing guides Enlarged worksheets
Mid Tech Tools Books on tape Talking spell
checker, dictionary Word processor Tape
recorder Adaptive eating utensils Switch
controlled toy, light, blender
High Tech Tools Text readers Voice
recognition Environmental control
devices Augmentative communication
device Software for manipulation of
objects Electronic books
15
What are the steps the IEP team takes when
considering assistive technology for a student?

• Identify the students present levels of
  performance.
• Develop IEP goals and objectives.
• Determine if the student requires assistive
  technology to accomplish the goals and objectives
  and explore possible solutions.
• This determination is based on data about the
  students present levels of performance, their
  environment, and tasks the student needs to
  complete.
• Document team decisions regarding assistive
  technology devices and services in the IEP.

16

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

AREAS TO CONSIDER Handwriting Written
expression Mobility Reading
Communication Vision Spelling
Recreation Self care Math
Control of the environment Endurance
Computer access Hearing Daily
organization Positioning and seating
Reading
Spelling
Communication
Note taking
Identify the tasks the student needs to
participate in.
Organization
Math
Utilize this ongoing process to review and revise
a students plan
Use correct spelling
Legible written work
Identify student needs/goals
Word recognition
Independent work skills
comprehension
Demonstrate learned skills
Document team decisions regarding assistive
technology devices and services in the IEP
What activities take place in the environment
What is the physical arrangement
Environment
What materials, equipment, supports, resources
are available
Where- classroom, home, community, therapy
Explore possible solutions
Low Tech Tools Pencil grips Color
coding Highlighters Slanted surfaces Reading and
writing guides Enlarged worksheets
Mid Tech Tools Books on tape Talking spell
checker, dictionary Word processor Tape
recorder Adaptive eating utensils Switch
controlled toy, light, blender
High Tech Tools Text readers Voice
recognition Environmental control
devices Augmentative communication
device Software for manipulation of
objects Electronic books
17
Where is assistive technology identified in the
IEP?

• IDEA regulations do not identify how or where to
  address assistive technology in the IEP however
  they do specify that consideration is documented
  somewhere in the IEP.
• AT should be identified in the part or parts of
  the IEP that best fit with the type of assistive
  technology provided.
• Assistive technology considerations should
  correspond to the areas addressed by the IEP
  goals and objectives.

18
Where is assistive technology identified in the
IEP?

• The following statement is a mandatory component
  to be checked and addressed on the IEP
• The need for assistive technology devices
  or services was considered
• Present levels of performance
• Special education Programs/Ancillary and other
  related services
• Supplementary aids and services
• Program modifications or support for school
  personnel
• Modification to assessments
• Transition services

19
How do I write a assistive technology device into
the IEP?

• Describe the type of assistive technology with
  enough detail including features, and device
  category without specifying the brand name. This
  allows flexibility to update equipment without
  reconvening the IEP.
• Examples of features and general categories of
  devices
• voice output device
• text readers
• word prediction
• screen enlarging software
• voice recognition software
• talking spell checker
• hand held scanners
• portable word processor
• large button calculator

20
Who provides assistive technology and how is it
funded?

• When the IEP team determines that a device is
  educationally relevant and necessary for the
  student to achieve IEP goals and objectives, the
  school district must provide the recommended
  device without delay or further review or
  approval from other school officials.
• If a device is specified in the IEP it must be
  available and functioning properly.
• Assistive technology is specified in the IEP
  even if the device may be funded by another
  agency.
• When AT is specified in the IEP a school can not
  delay implementation of that part of the IEP
  while they wait for external funding. Short term
  device loaner or rental should be considered.

21
Who owns the assistive technology device?

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

22
How is assistive technology funded for students
attending a private school?

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

23
Can the student use the assistive technology
device at home?

• An assistive technology device may be taken home
  at night, weekends, or over the summer if
• the use in other settings is included in the IEP
  and
• it is determined that the use of the device at
  home is needed in order to assist the student in
  meeting his/her IEP goals.

24
Where can I access other state and national
assistive technology resources?

• www.matr.org - Michigan's Assistive Technology
  Resource (MATR) provides information services,
  support materials, technical assistance, and
  training to local and intermediate school
  districts in Michigan to increase their capacity
  to address the needs of students with
  disabilities for assistive technology.
• www.closingthegap.com searchable database of AT
  including articles from their newsletter.
• www.fctd.info Family Center on Technology and
  Disability
• www.wati.org Wisconsin Assistive Technology
  Initiative, examples of assessment forms,
  updates, AT information best practice tips and
  more.
• www.setp.net Special Education Technology
  Practice, journal containing
• AT research and best practice.
• www.jset.unlv.edu Journal of Special Education
  Technology, Free with a Technology and Media
  Division of the Council for Exceptional Children
  (TAM) membership
• www.tamcec.org - Technology and Media (TAM)
  Division of the Council for Exceptional Children
  (CEC)
• Created 2/03 Debbie Spring Lenawee Intermediate
  School District 517-266-6999 ex 1262