Definition

Considering
Assistive Technology
in the IEP Process

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

What is Assistive Technology?

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

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)

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-

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)

What makes a standard instructional

technology tool assistive technology?
standard instructional
technology tools used by
general education
population
calculator
portable word processor
talking spell checker

computer
based word
processing

special education student

assistive
technology

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

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

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:
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 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

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

Identify present levels of educational performance (PLEP Statement)

Describe how the students disability affects involvement and progress in the
general curriculum.
Spelling
Communication
Organization

Reading

Identify the tasks the student

needs to participate in.

Use correct
spelling
Independent work skills

Demonstrate learned skills

Note taking

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

Math

Legible written work

Identify student needs/goals

Word recognition
comprehension

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.

Identify present levels of educational performance (PLEP Statement)

Describe how the students disability affects involvement and progress in the
general curriculum.
Spelling
Communication
Organization

Reading
Note taking

Identify the tasks the student

needs to participate in.

Math

Use correct
spelling
Independent work skills

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

Legible written work

Identify student needs/goals

Word recognition
comprehension

Demonstrate learned skills

What activities take

place in the
environment

Environment

What materials,
equipment, supports,
resources are available

What is the physical

arrangement

Where- classroom, home,

community, therapy

Explore possible solutions

Low Tech Tools

Mid Tech Tools

High Tech Tools

Pencil grips
Color coding
Highlighters
Slanted surfaces
Reading and writing guides
Enlarged worksheets

Books on tape
Talking spell checker, dictionary
Word processor
Tape recorder
Adaptive eating utensils
Switch controlled toy, light, blender

Text readers
Voice recognition
Environmental control devices
Augmentative communication device
Software for manipulation of objects
Electronic books

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.

Identify present levels of educational performance (PLEP Statement)

Describe how the students disability affects involvement and progress in the
general curriculum.
Spelling
Communication
Organization

Reading
Note taking

Identify the tasks the student

needs to participate in.

Math

Use correct
spelling
Independent work skills

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

Legible written work

Identify student needs/goals

Word recognition
comprehension

Demonstrate learned skills

What activities take

place in the
environment

Utilize this ongoing process to

review and revise a students plan

Environment

What materials,
equipment, supports,
resources are available

What is the physical

arrangement

Document team decisions

regarding assistive technology
devices and services in the IEP

Where- classroom, home,

community, therapy

Explore possible solutions

Low Tech Tools

Mid Tech Tools

High Tech Tools

Pencil grips
Color coding
Highlighters
Slanted surfaces
Reading and writing guides
Enlarged worksheets

Books on tape
Talking spell checker, dictionary
Word processor
Tape recorder
Adaptive eating utensils
Switch controlled toy, light, blender

Text readers
Voice recognition
Environmental control devices
Augmentative communication device
Software for manipulation of objects
Electronic books

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.

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

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

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.

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.

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.

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.

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