Overview
This lecture addresses a common myth about Assistive Technology (AT) in special education, clarifies when it should be considered in the IEP process, and outlines the IEP team's responsibilities.
Assistive Technology and IEP Meetings
- Myth: AT should only be considered at some IEP meetings.
- Fact: Every time an IEP is developed, reviewed, or revised, the IEP team must consider AT devices and services.
- AT consideration is a required discussion during all IEP team meetings.
AT Consideration Process
- AT consideration involves a conversation among IEP team members about the student's needs.
- Many districts use key questions or flowcharts to structure the AT discussion.
- The team determines what type of AT device or service, if any, is necessary for the student.
Determining the Need for AT
- The IEP team decides if AT is needed for the child to make meaningful educational progress.
- AT may be required for the student to:
- Advance toward IEP goals
- Participate and progress in the general education curriculum
- Take part in extracurricular and non-academic activities
- Be educated and participate with peers with and without disabilities
Documentation Requirements
- The IEP team's decision on AT must be documented in the IEP.
- A rationale for the decision regarding AT should be included in the IEP.
Key Terms & Definitions
- Assistive Technology (AT) — Tools or services that help students with disabilities access education.
- IEP (Individualized Education Program) — A written plan developed for each public school child eligible for special education.
Action Items / Next Steps
- Review district-specific AT consideration questions or flowcharts.
- Ensure AT decisions and rationales are properly documented in IEPs.
- Visit the referenced website for related documents.