Assistive Technology

Planner
From IEP Consideration to Classroom
Implementation
Dr. Cheryl Wissick and Dr. Elizabeth Bagley

Definitions

Assistive Technology Device

any item, piece of equipment, or product system,
whether acquired commercially, modified, or
customized, that is used to increase, maintain, or
improve functional capacities of individuals with
disabilities.

Assistive Technology Act of 1998 as amended (P.L. 108-364)

Assistive Technology Service

any service that directly assists an individual with a disability in the selection, acquisition, or use of an
assistive technology device." This service includes all of the following possibilities:
1.

evaluation of the technology needs of the individual, including a functional evaluation in the
individual's customary environment;

2.

purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices for
individuals with disabilities;

3.

selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing

of assistive technology devices;

4.

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

5.

assistive technology training or technical assistance with assistive technology for an individual
with a disability, or, where appropriate, the family of an individual with disabilities;

6.

training or technical assistance for professionals, employers, or other individuals who provide
services to, employ, or otherwise are substantially involved in the major life functions of
individuals with disabilities.

Assistive Technology Act of 1998 as amended (P.L. 108-364)

Consideration of AT

Consideration of AT - The Law Says

IDEA 2004 stipulates the IEP team must
consider special factors including whether the
child needs assistive technology devices and
services. (Sec. 300.324)
Minimal compliance is documenting in the IEP
the response to the statement Does the child
need assistive technology devices and services?

Consideration of AT QIAT says

The assistive technology consideration process and
results are documented in the IEP and include a
rationale for the decision and supporting
evidence.
QIAT - Quality Indicators for Assistive Technology

http://www.qiat.org

Consideration of AT - Reality
Documentation of Consideration of AT
100

n=81

90
80

10
0

4%

20

Not Sure

9%

40
30

33%

60
50

Checkbox Only
(South Carolina)

54%

Percent

70

Narrative

None

NATRI, ATIA 2006

Documentation of AT

Documentation of AT - The Law Says

Recent Legislation

Individuals with Disabilities Education Act Amendments of 1997

(P.L. 105-17)
Includes a statement that ALL students with an IEP must be
considered for Assistive Technology

Individuals with Disabilities Education Improvement Act of

2004 (IDEA 2004)
Maintained the definition of AT as well as the accompanying
stipulations that AT be considered when developing IEPs

Documentation of AT QIAT says

The education agency has guidelines for documenting
AT needs in the IEP and requires their consistent
application.
One common error of documenting assistive
technology in the IEP is teams do not know how to
document AT in the IEP.
QIAT - Quality Indicators for Assistive Technology
http://www.qiat.org

Documentation of AT - Reality
Percentage of Teachers with AT-Specific IEP Guidelines
n=81

Yes
No
Not Sure
12%

60
50
40
30
20

54%

80
70

34%

Percent of Teachers

100
90

10
0
National Assistive Technology Research Institute, ATIA 2006

Documentation of AT - Explanations
Have IEP Information But Not AT-Specific
For the IEP meetings, there is a lot of trainings or
manuals or workshops, there is a lot going on, but not
specifically for our assistive technology. Florida

teacher
Our district gives us a lot of information on how to
write a good IEP, like they give us sample IEPs, but I
dont honestly remember ever seeing a sample one that
you checked AT with, and were shown how to do the
documentation. Wisconsin teacher

Documentation of AT - The Law Says

IDEA 2004 requires assistive technology be made
available to a child with a disability if required as a part
of the childs- Special education
Related services
Supplementary aids and services (Sec. 300.105)
The law does not specifically stipulate where AT should
be documented in the IEP

Documentation of AT QIAT says

Assistive technology is included in the IEP in a
manner that provides a clear and complete
description of the devices and services to be
provided and used to address student needs and
achieve expected results.
QIAT - Quality Indicators for Assistive Technology
http://www.qiat.org

Documentation of AT - Reality
How and where in the IEP do you
document AT and AT consideration?

Accomodations &
Modifications

100

n=126

90
80

Special Factors

Supplementary Aids
& Services

6%

21%

10%

9%

10
0

Goals & Objective s

10%

20

29%

40
30

Specially Designed
Instruction

34%

Percent

70
60
50

Related Services

Prese nt Level of
Performance
NATRI, ATIA 2006

Implementation of AT

Consideration of AT QIAT says

Assistive technology implementation proceeds according to
a collaboratively developed plan.
Intent: Following IEP development, all those involved in
implementation work together to develop a written
action plan that provides detailed information about
how the AT will be used in specific educational settings,
what will be done, and who will do it.
QIAT - Quality Indicators for Assistive Technology
http://www.qiat.org

AT Implementation Plans - Reality

Percent of Teachers Using AT Implementation Plans
100
n=116

90
80

3%

10
0

8%

20

Yes

10%

40
30

Not Sure

27%

60
50

Use IEP

52%

Percent

70

No AT Plan

Sometimes
NATRI, ATIA 2006

Teacher Responses - Positive

No [we dont] have a specific form, although that would be a good idea.
Without a specific form to define all those questions, its nebulous.

Massachusetts teacher

Most definitely [need a plan], because our AT specialist can only be available just
a few hours each month at my school. Kentucky teacher

I think it needs to be in the implementation plan even as specific as who is

going to buy it. Once you have all that stuff in writing it will be easier to manage
services, manage how much it is being used, and just makes people more
responsible for what their role is in the implementation. Kentucky teacher

Probably would be a good idea. Somebody would probably kill me for saying
that (laugh). [They will say] then you write it! Kentucky teacher

Teacher Responses - Negative

If there is, I dont think people would adhere to [an new AT form]. I have
never heard of one California Teacher
No, we have enough forms already, so we dont need another one.

Montana teacher

I dont know of a specific plan that we have or it seems like its way more
informal than that. California teacher
Usually at the IEP meeting, we just talk about how were going to use it and
then as soon as the IEP meeting is over, thats when we start using it however
we said we would. California teacher
Its pretty loose here and everyone just kind of does what is needed.
Yeah and if somebody is not there then everybody is calling that person to
see whats going on. California teacher

AT Planner

AT Planner Resources
Tam Products
http://www.tamcec.org
NATRI
http://natri.uky.edu/

AT Planner

The Assistive Technology Planner is designed to support

teachers, families, and administrators as they work in
collaboration with other IEP team members in planning and
implementing assistive technology (AT) services.

The planner consists of 3 separate booklets for:

teachers,
families, and
administrators.

It is accompanied by a user's guide that contains a reproducible

AT implementation plan form.

Booklet for Families

AT Implementation form (PDF)

IDEA 2004
(Office of Special Education and
Rehabilitation Services website.)
Human Function Model
AT Continuum
Parent Advocacy Coalition for Educatipnal
Rights (PACER)
Parent Training and Information Centers
(PTIs)
The Family Center on Technology and
Disability (FCTD)
The Alliance for Technology Access (ATA)

Information for Spanish

Speakers
Planificador de la Tecnologa
Asistiva en espaol

Imprentar el planeador
familiar entero (PDF)

http://natri.uky.edu/atPlanner/at
PlannerFamily.html

Booklet for Teachers

AT Implementation form (PDF:

480 Kb)
IDEA 2004
(Note: This link takes you to the
Office of Special Education and
Rehabilitation Services website.)

Organizations that Support AT Use

AT-Related Federal Legislation

AT Research and Development

AT Products and Vendors

List of Products and Vendors
AT Device Videos

Human Function Model

AT Continuum

Universal design for learning

Publications on AT
Online Reports
Print Publications

Searchable Database with AT

resources

State-based Programs that Support

AT Use

Booklet for Administrators

AT Implementation form (PDF: 480

Organizations that Support AT Use

IDEA 2004
(Note: This link takes you to the
Office of Special Education and
Rehabilitation Services website.)

AT-Related Federal Legislation

AT Research and Development

AT Products and Vendors

List of Products and Vendors

AT Device Videos

Kb)

Human Function Model

AT Continuum

Universal design for learning

Publications on AT

Searchable Database with AT resources

Online Reports

Print Publications

State-based Programs that Support AT

Use

AT Planner Categories
The AT Planner contains practical information about
the following topics
Understanding AT
Considering AT in the IEP
Getting Ready for AT
Implementing AT

AT can help students in all disability areas:

Complete and/or develop functional skills

Address physical and sensory challenges

Access curriculum
Participate in lessons
Become more efficient learners
Bypass lack of skills
Understanding AT

AT Enhancing All of Lifes Functions

When
considering
AT:
Identify
Environments
Determine the
Functional
Areas
Select AT
Understanding AT

Types of AT

AT is NOT only computers and sophisticated devices.

Some AT solutions that do not involve any technology at all!
Low-High Tech Continuum
Low-tech Non-electronic devices such as adapted spoon
handles, magnifiers, pencil grips, raised line paper, etc.
Medium-tech Non complicated mechanical devices such as
manual wheelchairs, switch-operated toys & appliances,
calculators, audio books, etc.
High-tech Devices that incorporate sophisticated electronics or
computers such as speech recognition programs and electronic
communication devices
AT continuum is used for decision making across functional areas.

Understanding AT

Matching AT to the Child

Consideration of AT begins with What does your child
need to do?
Take into account:
Environments
Demands placed on your child
Influences that affect AT use
Maximizing AT Use
Not all AT is right for every child. AT may create
problems when it is mismatched to a child.
Considering AT in the IEP

Identifying Skills Needed

Determine AT Skills
Look at prerequisite skills needed
If possible, teach prerequisite skills
Use Task Analysis to help identify skills needed
Identify the steps needed to use the device
Note what is done at each step
Review the list to determine if the child has all the
skills
Decide if accommodations may help the child
bypass skill deficits
Considering AT in the IEP

Trying Out AT

Conduct a trial when considering

the appropriateness of AT for a student

Steps when planning a trial:

Identify the purpose and desired outcomes of the trial,
including the criteria
Determine a trial period
Design the trial - decide how and where the trial will take
place
Track results
Review trial results & their impact on implementation

Considering AT in the IEP

Trying Out AT
Administrator & Teachers
If the student is to use AT on largescale assessments, make sure that
the:

Families

Student uses the AT device

regularly in the classroom

If the student is to use AT on district-wide

testing, make sure that your child:

AT is well suited to the assessment

(does the student require more
time b/c of the AT, etc

Has had sufficient time to become

proficient using it prior to the test

Uses the AT regularly in the classroom

Uses the AT to complete homework

assignments

Considering AT in the IEP

Organizing for Success

PRE strategy

Arrange the physical space

Establish routines for use

Handle equipment problems

Consider use in multiple settings
Teach student how to use AT
Provide realistic context for learning
Getting Ready for AT

AT & Functional Skills

Assistive Technology
Functional Skill

Proficient with AT Not Proficient

Maintenance &
Skill
mastered generalization
New skill
Explore use

Skill not
mastered Teach new skill

Getting Ready for AT

Teach features of
technology

Practice with
known skill, then
try new skill

Planning & Implementing AT Roles

Teachers Role

Administrators Role
Providing ongoing support
Developing policies &
procedures
Monitoring & evaluating
implementation
Acknowledging teacher
efforts and student
successes
Ensuring student results
are communicated to
the family

Getting Ready for AT

Familiarizing yourself
with types of AT
Organizing for AT
implementation
Ensuring that AT is used
consistently
Monitoring student
progress
Communicating results
Learning more about AT

Familys Role

Familiarizing yourself
with types of AT
Organizing home for
AT implementation
Ensuring that AT is
used consistently
Monitoring student
progress
Communicating
results

Ensuring The Effective Use of AT

Once AT has been selected, use the planning form to
address key implementation issues by:
Identifying the point of contact
Assigning responsibility for the AT
Specify training
Connecting AT to IEP goals
Monitoring & evaluating use

EQUIPMENT
EQUIPMENT TASKS

TRAINING

HOME IMPLEMENTATION
CLASSROOM IMPLEMENTATION

AT Planner - Form

Getting Ready for AT

http://natri.uky.edu

Administrators Role Implementation

Using the PEP Strategy
Policies

Written policies and procedures

AT service delivery is evaluated
Staff & families help to develop policies

Equipment

The school-wide includes budget process includes AT

Appropriate equipment is provided and maintained

Personnel

Personnel are hired who have AT competencies

Resources are provided
Ongoing training & technical support are provided

Implementing AT

Administrators Role Implementation

Evaluating & Communicating Results
Your role is to support the collection and analysis of
observable, measurable data over time.
Evaluation Steps:
Define the behavior/task to be measured
Select a recording system
Design a data collection sheet & schedule
Summarize the data in a chart or graph
Monitor student progress & make adjustments

Implementing AT

Teachers Role - Implementation

Integrating AT into Classroom Activities

Evaluating Student Results
Monitoring Use Observable & Measurable Data Time
Communicating with the Students Family
Collaborating with Colleagues
Using Technology to Enhance Learning for All

Implementing AT

Family Role - Implementation

Monitoring Use
Check the AT on a regular basis
Talk to Your Child about AT
Celebrating Success

Implementing AT

Purchasing the AT Planner

Available from TAM Products
http://www.tamcec.org
Cost $35.00 for a complete planner

Cost $6.00 per booklet for orders or 25 or more

Shipping includes, no PO accepted.