AT Considerations in a Child's IEP: Putting Everything Together

This post will discuss how the IEP team's consideration for AT is conducted, handled and ultimately implemented for students with disabilities. I had previously posted about AT and the IEP process, but wanted to go a little more in depth as to what that process looks like.

The IEP team must choose how they want input about AT. There are a few different methods: 1) creating an AT team, either separate or with the same members of the IEP team 2) a consultant/coach (expert in the field who advises the IEP team). The IEP team will determine which model is best for the current situation. Then, that team is responsible for assessing the student and gathering initial data on the student for AT considerations. The data collected will determine the student's interests, strengths, and current need in relationship to his IEP goals and objectives. That is when the SETT Framework comes in.

I also previously blogged about the SETT Framework, which stands for the Student's Environment Task and Tools, is a standard model that most districts follow. The SETT Framework is a guideline  that helps the IEP team answer these essential questions:

• What area(s) of need are not being met?
• What goals and/or benchmarks do not have the necessary tool(s) for achievement?
• What tasks require adult assistance to complete (e.g., scribe)?  (OCALI, 2014)

Once the team answers these questions, the AT or IEP team can then start to look at different AT devices or software. This is where the AT Continuum comes into play. The team should first consider any "no/low-tech" devices or software that may meet the child's needs before considering "mid/high tech" devices. Once the device is chosen, the IEP must be updated with the Assistive Technology and any related services required for the use of the AT. Then the team must revisit the SETT framework as a guide to how the device will be implemented.


Reference:
OCALI leadership team. (2014). Assistive Technologies Internet Modules. AT Consideration in the IEP Process. Retrieved from http://www.atinternetmodules.org/mod_view.php?nav_id=1282