Assistive Technology

The legal definition for Assistive Technology as it appears in IDEA is "any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device". An assistive technology device is defined by the Assistive Technology Act of 1988 as "any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities."

Consideration of Assistive Technology (AT) in the Individualized Education Program (IEP)

Purpose

Assistive Technology (AT) is any item, equipment, software, or product system that is used to increase, maintain, or improve the functional capabilities of a student with a disability. The purpose of AT consideration is to ensure that students have access to the tools and supports necessary to participate in, progress in, and benefit from their educational program.

The Individuals with Disabilities Education Act (IDEA) requires the IEP Team to consider whether a student requires Assistive Technology (AT) devices and/or services during every IEP meeting. Under IDEA, the IEP Team must consider whether the child needs assistive technology devices and services as part of the development, review, and revision of the IEP (34 CFR §300.324(a)(2)(v)).

Assistive Technology consideration is the responsibility of the entire IEP Team and should be based on current evaluation data, progress monitoring, classroom performance, and input from parents and educational staff.

Universal tools available to all students (e.g., built-in Chromebook text-to-speech, classroom calculators, accessibility features available to all students) do not need to be documented in the IEP unless the IEP team determines they are essential for the student's individualized access to instruction, participation, or assessment.

AT Consideration During the IEP Meeting

As part of IEP development and review (34 CFR §§300.320-300.324), the IEP Team should:

1. Review the student's Present Levels of Academic Achievement and Functional Performance (PLAAFP).
2. Identify educational tasks, activities, and environments impacted by the student's disability.
3. Review current accommodations, modifications, interventions, and supports.
4. Determine whether Assistive Technology devices and/or services are required for the student to access, participate in, and make progress in the general education curriculum and toward IEP goals.

When the IEP Team determines that AT is required, the IEP must be updated to reflect the student's needs and the supports necessary to provide a Free Appropriate Public Education (FAPE) (34 CFR §300.101).

Documenting AT in the IEP

AT supports should be documented multiple places in the IEP depending on the student’s exact needs and supports.

Special Considerations

• The student requires Assistive Technology devices and/or services and description of the features of the AT tool.
• The educational need(s) being addressed through AT and the context/environments that the AT tool will be used.

Present Levels of Academic Achievement and Functional Performance (PLAAFP)

• How the disability affects involvement and progress in the general education curriculum.
• Educational tasks impacted by the disability.
• Current performance with and without AT supports.
• Data demonstrating the student's need for AT.
• The effect of AT on participation, access, communication, independence, or performance.

Annual Goals

• Measurable annual goals addressing the student's disability-related needs.
• AT should be identified as a support used to access instruction or demonstrate learning when appropriate.
• Goals should focus on educational outcomes rather than mastery of a specific device.

Accommodations and Supplementary Aids and Services

• The type of AT devices, equipment, software, or supports required.
• Conditions under which the AT will be used.
• Any supplementary aids and services necessary for implementation.

Services
As applicable document:

• Assistive Technology services needed to support implementation.
• Training, technical assistance, consultation, or support for staff, students, and families.
• Frequency, duration, and provider of services when required.

State and District Assessments

• Any approved testing accommodations related to AT use.
• Assessment accommodations must align with the student's routine instructional use of AT.

Prior Written Notice (PWN)

• The action proposed or refused.
• The data reviewed by the IEP Team.
• The basis for the team's decision.
• Other options considered and reasons for rejection.

Extended School Year (ESY)
If the student has AT supports specified on the current IEP, and the ESY services/goals being recommended require the continued use of those AT supports, then specify AT supports within the description of ESY services on the IEP. Provide ESY information to Melissa Brothers or Carrie Cruce to support equipment needs during ESY.

When the team determines that AT supports are not needed, the team decision should be documented in the PWN. At a minimum the PWN should include:

• The IEP Team considered the student's need for AT.
• Current instructional supports, accommodations, and interventions adequately address the student's educational needs.
• No AT devices or services are required at this time.

ADDITIONAL INFORMATION NEEDED

When sufficient information is unavailable to determine AT needs, the team may determine that additional evaluation or assessment is necessary.

Consideration of an Assistive Technology Evaluation

Initial Assistive Technology Evaluation

An initial AT evaluation should be considered when:

• The student has not previously been identified as needing AT.
• The IEP Team suspects AT may be necessary for the student to receive FAPE.
• Existing data are insufficient to determine appropriate supports.
• Additional assessment is needed to identify barriers to access, participation, communication, learning, or independence.

The IEP Team should:

1. Review existing evaluation data and information from parents and educational staff (34 CFR §300.305).
2. Determine whether additional assessment is needed.
3. Obtain parent consent prior to conducting an initial evaluation, if required
4. Develop an evaluation plan identifying areas to be assessed.
5. Conduct observations, AT trials, and assessments as appropriate.
6. Review evaluation results and determine whether AT devices and/or services are required.

Assistive Technology Reevaluation

A reevaluation should be considered when:

• The student's educational or functional needs have changed.
• Current AT supports are no longer effective.
• The team is considering significant changes to AT supports or access methods.
• Additional information is needed to determine continued need for AT services and supports.
• The student is transitioning to a new educational environment that may require different supports.

The IEP Team should:

1. Review existing evaluation data, progress monitoring information, and current AT supports (34 CFR §300.305).
2. Determine whether additional data are needed to address the student's educational needs.
3. Conduct targeted assessments, observations, or AT trials when appropriate.
4. Review all available data.
5. Determine whether current AT should be continued, modified, replaced, or discontinued.
6. Update the IEP to reflect the team's decision.

A reevaluation is not required before every change in AT; however, the team must have sufficient data to support any decision regarding the provision, modification, or discontinuation of AT services and supports.

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