Special Education
Assistive Technology
Welcome to the Assistive Technology web page. The purpose of this page is to help Parents and Educators Increase their awareness af Assistive Technology (AT) as documented in IDEA, be more effective in considering AT needs in your next IEP meeting and view various AT solutions.
Assistive Technology Overview
What is Assistive Technology
These definitions also appear in the Tech Act Legislation (P.L.100-407) which has been adopted in the Individuals with Disabilities Education Act (IDEA). Decisions regarding the need for AT devices and services are the responsibility of the IEP Team. These decisions are based on access to the general curriculum and the student’s IEP goals and objectives.
IDEA defines an assistive technology device as:
...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 functional capabilities of individuals with disabilities. [20 U.S.C. Chapter 33, Section 1401 (25)]. This definition is broad and includes a range of devices from no technology to high technology items as well as software. (e.g. OT services, pencil grip, word predictive software, etc.)
Under IDEA the legal definition of assistive technology services is:
...any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device. [20 U.S.C. Chapter 33, Section 1401 (26)] Specifically, assistive technology services include:
- The evaluation of the needs of an individual with a disability, including a functional evaluation of the individual in the individuals customary environment;
- Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by individuals with disabilities;
- Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing of assistive technology services;
- Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs;
- Training or technical assistance for an individual with disabilities, or, where appropriate, the family of an individual with disabilities; and
- Training or technical assistance for professionals (including individuals providing education and rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of individuals with disabilities.
Assistive Technology: Definitions and Categories
Assistive Technology - technology for more independent, productive and enjoyable living - can
be simple or complex. It includes, Velcro, adapted clothing and toys, computers, seating
systems, powered mobility, augmentative communication devices, special switches, assisted
listening devices, visual aids, memory prosthetics, and thousands of other commercially
available or adapted items. These technology solutions improve an individual's ability to
learn, compete, work and interact with family and friends. People use assistive technology
to achieve greater independence and to enhance the quality of their lives. Services, such as
evaluations, training, or trial use of new equipment are also examples of assistive
technology.
Evaluation Process for Assistive Technology
IDEA requires that all students with disabilities be considered for assistive technology (AT) devices and services. (IDEA Part B. Sec.614)
To consider means to make a decision about whether or not there is a need for AT devices and services to meet a specific goal/objective the IEP. It suggests that at least one person on the IEP team have some knowledge about AT through a brief process. Below is a process that can be used in making the decision and implementing AT.
- Current interventions are working and nothing new is needed, including AT.
- AT is already being used and it works - continue as is.
- New AT should be tried. (The AT Checklist and AT Adaptations could be used in making this decision)
- Match the Individual with appropriate devices or services.
- Train student and staff in use of AT as needed.
- Implement the AT device or service.
- Monitor and Reporting Progress.
- If the team does not have enough information, refer the child for an AT evaluation. (Select here for making evaluation referrals to the Provo Assistive Technology Team (PATT)).
- For addition information on the referral process to the districts AT evaluation team select the PATT document. For referral to the Utah Assistive Alternative Augmentative Communication and Technology Team (UAAACT) select UAAACT.
Whether AT is determined to be necessary or not, document the team decision on the IEP, as illustrated below:
The IEP Team: Assesses, Supports and Follows up on the Effectiveness of the Assistive Technology (AT) Implemented to Meet Student Needs
Each special educator has considered and determined the need for “assistive technology devices” whenever they have implemented the use of a calculator to aid a student. Likewise when Physical Therapy has been provided then “assistive technology services” are being utilized.
Most AT considerations are within the experience and training of every special educator. As with any other IEP team decision the team needs to support and follow up on the implementation of AT to be certain that it is meeting the needs of the student. When the consideration of support or follow up on a device or service goes beyond the IEP teams background then they can call upon the districts Technology team, the Provo Assisitive Technology Team (PATT).
The district employs a Technology Specialist with background in Special Education and Assistive Technology. The Technology Specialist works with a group of service providers (OT, PT, Speech and Language Therapists, etc.) to act as a resource to provide suggestions to district special education teams.
Based on the student's needs and input (A completed AT Referral Considerations form, etc.) from the IEP Team, the PATT will develop a plan for assessment, implementation and follow up of AT devices and services. The plan (A completed AT Support and Follow-up Plan form, which is filled out by a member of the IEP Team in conjunction with the AT Specialist,), may include any or all of the following: trying different types of assessment tools, different hardware and/or software, assessing various access methods and looking at various modifications or curriculum strategies.
The approach in conducting assessments or evaluations is more collaborative than prescriptive. We ask that one or more instructional personnel from the school site to be involved in providing information and invite them to observe the session. At the completion of each assessment, a report is written to provide input for the IEP team's decisions about how AT may fit into the context of the student's individual educational program (IEP). This report includes specific suggestions for devices and/or services, strategies for their use by the student, as well as a follow up plan to determine the effectiveness of the AT.
The key point is that the IEP team will provide services to the student. The PATT acts as a resource to assist the school team.
How Do I Get Assistance from the PATT?
In order to schedule an assessment, the IEP Team needs to a complete a AT Referral Considerations form, which can be downloaded. If it needs to be mailed or faxed to you e-mail us at garyla@provo.edu.
The PATT will follow up prior to an evaluation by asking for copies of any other documentation, such as their current IEP, that could help us in preparing for the assessment. Appointments are scheduled in the order of paperwork received. In case of high demand for these services, there will be a waiting list. We appreciate your patience.
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