IEP Considerations Regarding Assistive Technology

In the next group of posts, I will discuss "AT and the Writing Process" after having recently explored topics regarding "Communication and Computer Access." Additionally, in the next postings I will discuss AT considerations in relation to communication, reading, and IEP needs. In this post, I will address IEP considerations regarding the use of assistive technology. As discussed previously, IDEA 2004 requires that assistive technology needs be considered during the IEP process (Dell, Newton, & Petroff, 2012).  AT can be included in the student's IEP as part of Special Education, related service, or as a supplemental aid or service.

When determining appropriate AT recommendations, a collaborative team of educators, including AT specialists, must consider the students academic strengths, needs, interests, tasks required,and the settings in which AT will be used. AT selection should be highly customized and closely aligned to the student's overall IEP goals.  Discussions about AT solutions should focus on what the student is unable to do because of his disabilities and which specific AT devices would reduce the barriers caused by those disabilities.  

After appropriate AT has been recommended and the student has been fully trained, an ongoing process of evaluation must take place to ensure that the student's needs have been met. Additionally, as the student's needs change or when the student moves to a new learning environment, AT must be reconsidered. Rethinking AT recommendations regularly will also ensure that the student benefits from any technological advances.