Overview:
Assistive Technology consideration is a team decision-making process with a number of steps. The process is fluid and based around the needs of the student. It can be fairly simple and straightforward, or complex and ongoing involving multiple trials and extensive data collection. Assistive technology needs may be able to be met by ensuring access to the school’s basic computing environment or they may require specialized equipment. In both of these cases, it is important to document the student’s use of technology.


AT Consideration vs. AT Decision Making Process
As required by law, you must consider the need for at devices and/or services at IEP.

There are three possible decisions to be made from this consideration:
1. AT is not needed.
2. AT is needed (has been identified through the AT Decision Making Process) and is being used. AT process has already been documented via AT Decision Making Process and an AT Plan is in place: Send copies of documentation to AT Consultant @ SISS.
3. AT is needed or the team is unsure about specific AT that is needed: Begin the Decision Making Process!


Decision Making Process: “What do I do when our team thinks assistive technology could help the student?”

1. Identify who of the student’s team will be involved in the AT decision making process.
Things to consider: Is there a particular content area/class where the student will require AT support? To which areas of expertise are the tasks requiring support related (OT goals/ writing goals/ etc.)? Who has the most contact with the student? Who is comfortable with the types of technology that may be discussed? Will you require additional support for going through the AT ?

2. Identify the tasks for which the student needs support.
Things to consider: What is the student’s current level of functioning around the task? What specific parts of the task are difficult? (For example: writing difficulties might be related to fine motor aspects of actual handwriting or the organization process required for editing.)

3. Notify Jeff Flynn of the following: Student Name, AT team, Background on student, Tasks requiring support, potential meeting times (if AT Consultant needs to be involved)

4. Set up the Assistive Technology team meeting
Use the Assistive Technology Decision Making Form

5. Outline what has already been tried. What happened?

6. Braintorm possible AT solutions for the student. Which of these should be tried?

7. Set evaluation/ trial for assistive technology.
Things to consider: Six weeks is a good amount of time to observe impact of assistive technology. Who will collect data? Data must be documented on AT form and sent to AT team members.

8. Set follow up meeting to review documented impact of assistive technology. Either the team will make recommendations or continue brainstorming and suggest new trials.


AT Plan: "We've made a recommendation, now what?"

1. Send all documentation from the AT Decision Making Process to AT Consultant @ SISS.

2. Acquire and/or make available the recommended Assistive Technology for the student.
Things to consider: Will we need to purchase the equipment or is it available reliably through another means? Contact Monique Uzelac at SISS.

3. Fill in the Assistive Technology Plan and place copies with IEP, AT decision making process documentation, teachers, and AT Consultant at SISS.


The stuff: “How and where do I acquire the assistive technology we would like to trial and/or purchase?”

Possibilities:

Is it commonly available in the classroom or school?

Does SISS or WISD have a loaner item available? (WISD has an online catalog. SISS loaners go through Jeff Flynn)

Does the family have it available for trial in school?

Does MATR have it available for loan? (MATR has an online listing of available items.)

Do we need to buy something?