1. Considering Assistive Technology in the IEP Process Definition Consideration Goals Plan

2. Objectives Define assistive technologyDefine assistive technology Identify where assistive technology is addressed in the IEPIdentify where assistive technology is addressed in the IEP Understand how to identify assistive technology in the IEPUnderstand how to identify assistive technology in the IEP Identify indicators of appropriate assistive technology considerationIdentify indicators of appropriate assistive technology consideration Know who to contact with questions regarding assistive technologyKnow who to contact with questions regarding assistive technology

3. What is Assistive Technology? The Individuals with Disabilities Education Act IDEA (Public Law 105-17) offers clear definitions of assistive technology devices and services.The Individuals with Disabilities Education Act IDEA (Public Law 105-17) offers clear definitions of assistive technology devices and services.

4. Legal Definitions Assistive Technology Devices 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 the functional capabilities of children with disabilities. (Section 300.5)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 the functional capabilities of children with disabilities. (Section 300.5)

5. Assistive Technology Service any service that directly assists a child with a disability in the selection, acquisition, and use of an assistive technology device.any service that directly assists a child with a disability in the selection, acquisition, and use of an assistive technology device. The term includes-

6. Assistive Technology Service (a) The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the childs customary environment;(a) The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the childs customary environment; (b) Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities;(b) Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities; (c) Selecting, designing, fitting, customizing, adapting, applying, retaining, repairing, or replacing assistive technology devices;(c) Selecting, designing, fitting, customizing, adapting, applying, retaining, repairing, or replacing assistive technology devices; (d) Coordinating and use of other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs;(d) Coordinating and use of other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs; (e) Training or technical assistance for a child with a disability or, if appropriate, that childs family; and(e) Training or technical assistance for a child with a disability or, if appropriate, that childs family; and (f) Training or technical assistance for professionals (including individuals or rehabilitation services), employers, or other individuals who provide services to employ, or are otherwise substantially involved in the major life functions of children with disabilities. (Section 300.6)(f) Training or technical assistance for professionals (including individuals or rehabilitation services), employers, or other individuals who provide services to employ, or are otherwise substantially involved in the major life functions of children with disabilities. (Section 300.6)

7. What makes a standard instructional technology tool assistive technology? assistive technology standard instructional technology tools used by general education population calculator computer based word processing portable word processor talking spell checker special education student Requires an assistive technology tool to accomplish educationally relevant tasks IEP team determines that the student requires it to accomplish IEP goals and objectives

8. When can assistive technology consideration, assessment, and decision making take place? Depending on specific student needs: –Can take place as part of a comprehensive evaluation –Can take place during the IEP process (annual review) –Can be part of the ongoing process after the IEP during the equipment trial period –Can take place as part of a students regular programming –Can take place as a formal assistive technology assessment

9. What are the steps the IEP team takes when considering assistive technology for a student? –Identify the students present levels of performance. Areas to be considered: Areas to be considered: Handwriting Written expression Mobility Reading Communication Vision Recreation Self care Spelling Math Endurance Hearing Positioning and seating Control of the environment Computer access Daily organization

10. Identify present levels of educational performance (PLEP Statement) Describe how the students disability affects involvement and progress in the general curriculum. AREAS TO CONSIDER Handwriting Written expression Mobility Reading Communication Vision Spelling Recreation Self care Math Control of the environment Endurance Computer access Hearing Daily organization Positioning and seating

11. What are the steps the IEP team takes when considering assistive technology for a student? Identify the students present levels of performance.Identify the students present levels of performance. Develop IEP goals and objectives.Develop IEP goals and objectives. –Identify the tasks the student needs to participate in –Identify student needs

12. Identify present levels of educational performance (PLEP Statement) Describe how the students disability affects involvement and progress in the general curriculum. Identify the tasks the student needs to participate in. Identify student needs/goals Reading Math Spelling CommunicationNote taking Organization Use correct spelling Legible written work Word recognitionIndependent work skills comprehension Demonstrate learned skills AREAS TO CONSIDER Handwriting Written expression Mobility Reading Communication Vision Spelling Recreation Self care Math Control of the environment Endurance Computer access Hearing Daily organization Positioning and seating

13. What are the steps the IEP team takes when considering assistive technology for a student? Identify the students present levels of performance.Identify the students present levels of performance. Develop IEP goals and objectives.Develop IEP goals and objectives. –Identify the tasks the student needs to participate in –Identify student needs Determine if the student requires assistive technology to accomplish the goals and objectives and explore possible solutions.Determine if the student requires assistive technology to accomplish the goals and objectives and explore possible solutions. –This determination is based on data about the students present levels of performance, their environment, and tasks the student needs to complete.

14. Low Tech Tools Pencil grips Color coding Highlighters Slanted surfaces Reading and writing guides Enlarged worksheets Mid Tech Tools Books on tape Talking spell checker, dictionary Word processor Tape recorder Adaptive eating utensils Switch controlled toy, light, blender High Tech Tools Text readers Voice recognition Environmental control devices Augmentative communication device Software for manipulation of objects Electronic books Identify present levels of educational performance (PLEP Statement) Describe how the students disability affects involvement and progress in the general curriculum. Identify the tasks the student needs to participate in. Identify student needs/goals Reading Math Spelling CommunicationNote taking Organization Use correct spelling Legible written work Word recognitionIndependent work skills comprehension Demonstrate learned skills AREAS TO CONSIDER Handwriting Written expression Mobility Reading Communication Vision Spelling Recreation Self care Math Control of the environment Endurance Computer access Hearing Daily organization Positioning and seating What activities take place in the environment What materials, equipment, supports, resources are available What is the physical arrangement Where- classroom, home, community, therapy Environment Explore possible solutions

15. What are the steps the IEP team takes when considering assistive technology for a student? Identify the students present levels of performance.Identify the students present levels of performance. Develop IEP goals and objectives.Develop IEP goals and objectives. Determine if the student requires assistive technology to accomplish the goals and objectives and explore possible solutions.Determine if the student requires assistive technology to accomplish the goals and objectives and explore possible solutions. –This determination is based on data about the students present levels of performance, their environment, and tasks the student needs to complete. Document team decisions regarding assistive technology devices and services in the IEP.Document team decisions regarding assistive technology devices and services in the IEP.

16. Low Tech Tools Pencil grips Color coding Highlighters Slanted surfaces Reading and writing guides Enlarged worksheets Mid Tech Tools Books on tape Talking spell checker, dictionary Word processor Tape recorder Adaptive eating utensils Switch controlled toy, light, blender High Tech Tools Text readers Voice recognition Environmental control devices Augmentative communication device Software for manipulation of objects Electronic books Identify present levels of educational performance (PLEP Statement) Describe how the students disability affects involvement and progress in the general curriculum. Identify the tasks the student needs to participate in. Identify student needs/goals Reading Math Spelling CommunicationNote taking Organization Use correct spelling Legible written work Word recognitionIndependent work skills comprehension Demonstrate learned skills Document team decisions regarding assistive technology devices and services in the IEP AREAS TO CONSIDER Handwriting Written expression Mobility Reading Communication Vision Spelling Recreation Self care Math Control of the environment Endurance Computer access Hearing Daily organization Positioning and seating What activities take place in the environment What materials, equipment, supports, resources are available What is the physical arrangement Where- classroom, home, community, therapy Environment Explore possible solutions Utilize this ongoing process to review and revise a students plan

17. Where is assistive technology identified in the IEP? IDEA regulations do not identify how or where to address assistive technology in the IEP however they do specify that consideration is documented somewhere in the IEP.IDEA regulations do not identify how or where to address assistive technology in the IEP however they do specify that consideration is documented somewhere in the IEP. AT should be identified in the part or parts of the IEP that best fit with the type of assistive technology provided.AT should be identified in the part or parts of the IEP that best fit with the type of assistive technology provided. Assistive technology considerations should correspond to the areas addressed by the IEP goals and objectives.Assistive technology considerations should correspond to the areas addressed by the IEP goals and objectives.

18. Where is assistive technology identified in the IEP? The following statement is a mandatory component to be checked and addressed on the IEPThe following statement is a mandatory component to be checked and addressed on the IEP The need for assistive technology devices or services was considered The need for assistive technology devices or services was considered Present levels of performancePresent levels of performance Special education Programs/Ancillary and other related servicesSpecial education Programs/Ancillary and other related services Supplementary aids and servicesSupplementary aids and services Program modifications or support for school personnelProgram modifications or support for school personnel Modification to assessmentsModification to assessments Transition servicesTransition services

19. How do I write a assistive technology device into the IEP? Describe the type of assistive technology with enough detail including features, and device category without specifying the brand name. This allows flexibility to update equipment without reconvening the IEP.Describe the type of assistive technology with enough detail including features, and device category without specifying the brand name. This allows flexibility to update equipment without reconvening the IEP. –Examples of features and general categories of devices: voice output devicevoice output device text readerstext readers word predictionword prediction screen enlarging softwarescreen enlarging software voice recognition softwarevoice recognition software talking spell checkertalking spell checker hand held scannershand held scanners portable word processorportable word processor large button calculatorlarge button calculator

20. Who provides assistive technology and how is it funded? When the IEP team determines that a device is educationally relevant and necessary for the student to achieve IEP goals and objectives, the school district must provide the recommended device without delay or further review or approval from other school officials.When the IEP team determines that a device is educationally relevant and necessary for the student to achieve IEP goals and objectives, the school district must provide the recommended device without delay or further review or approval from other school officials. If a device is specified in the IEP it must be available and functioning properly.If a device is specified in the IEP it must be available and functioning properly. Assistive technology is specified in the IEP even if the device may be funded by another agency.Assistive technology is specified in the IEP even if the device may be funded by another agency. When AT is specified in the IEP a school can not delay implementation of that part of the IEP while they wait for external funding. Short term device loaner or rental should be considered.When AT is specified in the IEP a school can not delay implementation of that part of the IEP while they wait for external funding. Short term device loaner or rental should be considered.

21. Who owns the assistive technology device? If the school purchases the device the school owns it.If the school purchases the device the school owns it. If the student moves out of the district, the device does not automatically follow the student unless the district makes an agreement to transfer it to another school district.If the student moves out of the district, the device does not automatically follow the student unless the district makes an agreement to transfer it to another school district.

22. How is assistive technology funded for students attending a private school? The public school district that the private school resides in has the responsibility for providing the assistive technology services and devices.The public school district that the private school resides in has the responsibility for providing the assistive technology services and devices.

23. Can the student use the assistive technology device at home? An assistive technology device may be taken home at night, weekends, or over the summer if :An assistive technology device may be taken home at night, weekends, or over the summer if : –the use in other settings is included in the IEP and –it is determined that the use of the device at home is needed in order to assist the student in meeting his/her IEP goals.

24. Where can I access other state and national assistive technology resources? www.matr.org - Michigan's Assistive Technology Resource (MATR) provides information services, support materials, technical assistance, and training to local and intermediate school districts in Michigan to increase their capacity to address the needs of students with disabilities for assistive technology.www.matr.org - Michigan's Assistive Technology Resource (MATR) provides information services, support materials, technical assistance, and training to local and intermediate school districts in Michigan to increase their capacity to address the needs of students with disabilities for assistive technology.www.matr.org www.closingthegap.com – searchable database of AT including articles from their newsletter.www.closingthegap.com – searchable database of AT including articles from their newsletter.www.closingthegap.com www.fctd.info – Family Center on Technology and Disability www.fctd.info – Family Center on Technology and Disabilitywww.fctd.info www.wati.org ­ Wisconsin Assistive Technology Initiative, examples of assessment forms, updates, AT information best practice tips and more.www.wati.org ­ Wisconsin Assistive Technology Initiative, examples of assessment forms, updates, AT information best practice tips and more.www.wati.org www.setp.net – Special Education Technology Practice, journal containingwww.setp.net – Special Education Technology Practice, journal containingwww.setp.net AT research and best practice. AT research and best practice. www.jset.unlv.edu – Journal of Special Education Technology, Free with a Technology and Media Division of the Council for Exceptional Children (TAM) membershipwww.jset.unlv.edu – Journal of Special Education Technology, Free with a Technology and Media Division of the Council for Exceptional Children (TAM) membershipwww.jset.unlv.edu www.tamcec.org - Technology and Media (TAM) Division of the Council for Exceptional Children (CEC)www.tamcec.org - Technology and Media (TAM) Division of the Council for Exceptional Children (CEC)www.tamcec.org Created 2/03 Debbie Spring Lenawee Intermediate School District 517-266-6999 ex 1262