Transcript Assistive Technology & the IEP Do’s and Don’ts

Assistive Technology & the IEP
Sue Loeffler, M.A., CCC-SLP
Assistive Technology Specialist
Denver Public Schools
The Individuals with Disabilities
Education Act (IDEA) defines AT
as both a device and a service
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Assistive Technology Device:
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.
Definition better defined …
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Think of it this way…
◦ If the school can’t supply it as standard items, equipment that are
routinely available at any school – and you need to get it from an
outside source (AT Services,Vision, Hearing, or otherwise) –
then it is considered AT.
◦ Grey Area:Visual materials such as picture cards, posters,
vocabulary books, etc. that you create.
 If it is part of standard classroom programming → not AT
 If it is outside typical teaching methods, and specific to the
student’s needs not shared by all peers, then it may be.
Contact Sue to discuss before marking IEP.
The Individuals with Disabilities
Education Act (IDEA) defines AT
as both a device and a service
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Assistive Technology Service:
Any service that directly assists a child with a
disability in the selection, acquisition, or use of
an assistive technology device.
AT on the IEP
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PLAAFP – Communication Page
◦ List equipment in general terms such as:
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Picture Communication System
Digital/Voice recordable or Synthetic voice device
Static or Dynamic screen
Recorded books
Custom programming
Portable word processor
Software for written language support
Etc.
AT on the IEP
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Special Education and Related Services
page (LRE page)
Does the student require:
Special Transportation?
Yes
No
Learning media plan? (For Vision Disability)
A communication plan?
Yes
No
Assistive technology? (if yes, describe):
Yes
No
Yes
No
Accommodations
Curricular Accommodations/Modifications:
(In order to justify appropriateness of accommodations for any state mandated tests, the testing
accommodations listed below should be used consistently within a student's academic program
over the previous year.)
Minimum of 3 months
Annual Goals
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Okay to write goal around device/equipment
but have allowances in place if it is not
available, broken or not as affective any
longer
◦ John Doe will use their communication device to
greet peers …
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Best to list device/equipment as one means
of achieving goals
◦ John Doe will increase MLU from 1.0 word
average to 2.5 word average using verbal
utterances, sign language, augmentative
communication device …
Annual Goals - Continued
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Do not list the equipment or software by
name!
◦ Use general description or terms on the IEP,
just enough that others can tell what type of
AT is being used
 Examples: picture vocabulary cards, voice
recordable communication device, multiple level
overlay communication device, dynamic screen
communication device, etc.
 If you name/list the AT, we must supply that specific
item - or - the IEP must be modified
Specific AT Documentation
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This is where you can/should be specific
with terminology so others know exactly
what was used and how
successful/unsuccessful it is:
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WATI
EZ Med Notes
Tx Notes
Emails
Consider terms such as:
◦ Trials/trialing
◦ On-going assessments with …
Adding AT - Documentation
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Make documentation clear:
◦ Why the student is being considered for AT
 what was tried prior and why it didn’t work
◦ What AT is being trialed/used
 general description in IEP, specific in WATI, clinical notes
& daily lesson plans
◦ Who is responsible for making sure the
equipment, software is working, used and
supported
 SLP, special educator, OT/PT, list other
 This may be more than one person! Implied or specific
on IEP, specific on WATI, EZ Med, notes
Removing AT - Documentation
◦ Why it is no longer being used, supported,
necessary
◦ Is an AT/Specialist consult required/good idea?
 Help in recognizing why it isn’t working
 Ideas for an alternate approach, other AT that could be
trialed
◦ Who made the decision?
 Make sure you have data to back this up
 Include progress and success w/o AT and that it is
documented on the IEP (don’t check the box),
 Include notation on the WATI &/or in a formal report
that is in the student’s cum
 Notify AT and supply/verify with a copy of the
documentation
Accessing General AT Equip &
Service Needs in Districts:
SLP’s
 OT/PT’s
 Vision
 Deaf & Hard of Hearing
 Autism Supports
 Behavioral Supports
 AT Services
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