Download - AT in IEP Process
Process of Delivery of Assistive Technology Services through IEP
CSE meets to review the student’s IEP
CSE considers the use of AT devices and services for each student with an IEP
Picture of multi-cultural children holding hands- Print reads all children can learn
Consider AT Devices
“Assistive technology device means 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 a student with a disability. Assistive technology devices can range from “low technology” items like pencil grips, markers or paper stabilizers to “high technology” items such as voice synthesizers, Braille readers or voice activated computers” (NYSED,2010).
Consider AT Services“Assistive technology service means any
service that directly assists a student with a disability in the selection, acquisition or use of an assistive technology device. When a student needs an assistive technology device or service, the committee needs to consider what instruction the student might require to use the assistive technology device as well as any supports and services the student and or the student’s teachers may need related to the use of the device” (NYSED, 2010)
Picture of student and teacher working with switch
When is AT recommended for a student?
When student is not successful because:
Student is not able to access curriculum
Student can not participate in instruction
Student can not take part in assessments
Student is not able to produce assignments
How Does AT get on the IEP?1. CSE considers AT during Annual Review or Special Review meetings
2. CSE recognizes that student is not meeting full potential
3. CSE recommends AT consideration
4. CSE defines environments and tasks where AT will be explored
5. CSE requests formal AT Assessment
6. AT Assessment is completed by AT team- members include teacher, parent, related service providers (OT, PT, SLP, psychologist)
7. AT team completes Assessment Report
8. AT team begins trials of devices and collects data regarding devices
9. AT team makes Recommendations to CSE
10. AT team requests device acquisition from Pupil Personnel Office
11. AT team sets delivery of AT service- training student, teacher, related service staff and parents
12. AT team sets up follow schedule
Student is not able to access the curriculum
Example:
6th grade student is dyslexic
Student is unable to read on grade level
Student is not able to access information from text book
Student is not able to access information from websites
AT Considerations
Books in a digital format- text books can be delivered in audio format
Text to speech software- allows student to have websites text read to him
Speech to text software allows to create written communication
Picture of Natural Readers text to speech software
Student can not participate in instruction
Example:
12 year old boy with visual impairment
Student is unable to see White Board during teacher instruction
Student is unable to see writing in work book
Student is unable to see writing in text books
AT Considerations Student is provided tablet computer with
white board software, he is able to see what is on the white board magnified on the tablet
Student’s workbook is scanned and provided on tablet computer, all work book pages are completed on the tablet
Books in a digital format- text books can be delivered in audio format Picture of ipad with
text highlighted
Student can not take part in assessments
Example
17 year old student with muscular dystrophy
Student can not sustain writing for lengthy writing assignments
AT Considerations
Student is provided a laptop computer with speech to text software
Student is provided mobile device with speech to text software
Picture of ipod screen with Dragon Dictate
Student is not able to produce assignments
Example:
15 year old student with dysgraphia
Student is not able to complete written assignments in a legible manner
Student is not able to complete math problem in an organized manner
AT Considerations
Student was provided a portable keyboard for completing written assignments
Student was given access to word processor for assessments
Student was given graph paper for use during math to aid with number alignment
Picture of portable keyboard
Resources:
http://www.p12.nysed.gov/specialed/formsnotices/IEP/training/module2_files/textonly/slide25.html