1. What is the definition of Assistive Technology?
● technology used because there is no other way the student can make adequate progress on goals or access general curriculum Assistive Technology (AT) is defined as both a “device” and a “service.” According to IDEA 2004, an “assistive technology device means 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 a child with a disability.” An assistive technology service is defined as “any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device” (IDEA 2004). AT devices and services can be used to assist students in making adequate progress toward IEP goals, as well as provide access to general education instruction and content. Per IDEA 2004, local education agencies must consider assistive technology needs when developing IEPs for all students with disabilities.
2. If technology is available to all students, when do you have to put it on the IEP?
It becomes “Assistive Technology” and must go on the IEP if the team has determined that the student needs it in order to have a Free and Appropriate Public Education (FAPE), even if the technology is available to all students. Otherwise, the student might move out of the district, to a district that does not have the technology available to all students and it would not be clear from the IEP that the receiving district must provide the (assistive) technology to the student.
3. Does AT Consideration need to be done at each IEP meeting?
Yes! – AT must be considered annually for all students on IEPs/IFSPs, starting prior to their annual IEP due date. This is a Federal Law. Use the SCRED AT Consideration Form to do this. Remember that only a few students will go the formal AT Evaluation route, using the SETT process.
4. Do we have to consider AT for each evaluation?
Yes. Use the AT Flow Chart to decide what to do for the evaluation plan. This needs to happen prior to sending out the evaluation plan.
5. When do we need to do the BISD SETT Framework (formal evaluation) instead of the consideration process for a comprehensive evaluation?
For a comprehensive evaluation, the team can decide to use the BISD AT Consideration Form or the BISD SETT Framework. Use the BISD AT Flow Chart to determine which of these is needed.
6. How do we document the consideration of AT on the evaluation report?
7. How do we determine if a student needs a formal evaluation (BISD SETT Framework)?
Use the BISD AT Flow Chart to guide the consideration process for every evaluation plan to determine when a formal evaluation is needed.