AT Decision Making

Assistive Technology (AT) devices and services can allow students with disabilities to participate in and benefit from the general education curriculum and to meet Individualized Education Program (IEP) goals.

AT Devices and Services: IDEA 2004 and PA Chapters 14 and 711 define AT as both devices and services. The law makes it clear that the purpose of AT is to improve the functional capabilities of the child with a disability.

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 child with a disability. The term does not include a medical device that is surgically implanted, or the replacement of such device (34 CFR 300.5). The term AT device may refer to complex devices or software, as well as simple “low-tech” devices and solutions that may be available to many learners, but which the team decides are required by the student with an IEP as part of a free, appropriate public education (FAPE).

Assistive technology service means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device (34 CFR 300.6). AT services may include Assessment of AT needs • Providing for acquisition of AT through purchase, rental, or other means. • Selecting, customizing, or adapting AT devices. • Other services are those that are necessary to enable the student and/or IEP team to use any AT devices specified in the IEP.

AT is a special consideration. For every student with an IEP, federal and state regulations require that the team consider the student’s need for assistive technology devices and services.
What does it mean to consider AT? Consideration of AT, in the context of IEP development, review, or revision, is intended to be a collaborative process in which team members (including the student and family members) determine whether AT devices or services are needed for the student to access the general education curriculum or meet IEP goals. Helpful questions to guide teams in considering AT can be found in the school-age Annotated IEP. 
See also AT Consideration. 

Documenting AT in the IEP
A student’s IEP should clearly reflect the AT needed, describe the manner in which it will be used, and define the supports required for its use. Because appropriate AT devices and services can take various forms for students with broad ranges of academic and functional needs, team members need to understand the various options for thoughtfully considering and including AT in the IEP document.

Once considered, as described above, AT devices and services can be appropriately documented in the IEP in a number of areas. The following sections of the IEP are appropriate locations for documenting AT: • Special Considerations • Present Levels of Academic Achievement • Transition Services • Participation in State and Local Assessments • Goals and Objectives • Related Services • Supplementary Aids and Services • Program Modifications and Specially Designed Instruction (SDI) • Supports for School Personnel

Regardless of where in the IEP AT appears, the IEP document should clearly reflect the AT needed, describe the manner in which it will be used, and state the supports required.

Frequently Asked Questions:

Who is responsible to provide AT for a student who needs it?
It is the responsibility of the local educational agency (LEA) to provide AT, as identified within the IEP. IDEA states that, “Each public agency must ensure that assistive technology devices or assistive technology services, or both, as those terms are defined in §§ 300.5 and 300.6, respectively, are made available to a child with a disability if required as a part of the child’s special education, related services, or supplementary aids and services.”
State and federal law do not require that the LEA purchase AT as needed in the IEP. It is appropriate for LEAs to purchase, rent or borrow AT, or to utilize AT that is acquired (with family permission) through a student’s insurance . In the event that no alternative funding is available, the LEA remains responsible for the timely provision of AT needed as specified in the IEP. When AT is provided for a student through a funding source other than the LEA, the LEA remains responsible for any costs related to repair, maintenance, or replacement of AT that is specified in the IEP.
 
Is it the responsibility of the LEA to provide AT for use at home or other locations?
On a case-by-case basis, the use of school-purchased AT devices in a student’s home or in other settings is required if the child’s IEP team determines that the child needs access to those devices in order to receive FAPE (34 CFR 300.105). This may include providing AT devices or software when needed for homework, or for functional skills that are necessary across environments, such as communication using an augmentative/alternative communication (AAC) device.

Should a specific AT product be named in the IEP document?
When describing the AT needed by the student, it is best practice to describe the features rather than a product brand name, because most devices and software have multiple features, not all of which may be required by the student for FAPE. Listing the features can provide a more accurate description of what is needed by the student and may be particularly helpful in providing backup or temporary replacement for the AT in the event of breakdown. However, it is also acceptable to name a device in the IEP, when the IEP team determines that it is necessary. In this case, the document should clearly describe the multiple systems a student may use for a particular purpose, in the certain event of device absence or breakdown.

If the student needs AT, should the IEP contain an AT goal?
The use of AT should allow the student to meet IEP goals, engage successfully in curricular tasks, and participate in academic and social life. Use of AT is not just an educational outcome, but rather a means to achieve in these areas. For some students, it may be appropriate to develop a goal for learning to use certain technology. In most cases, AT is appropriately embedded in a goal (e.g. Using x, student will…).
 
PaTTAN Publication: AT in the IEP
The information above is available as a PaTTAN publication entitled Assistive Technology in the IEP: A Guide for IEP Teams.

The need for Assistive Technology (AT) devices and services is one of the special considerations that IEP teams MUST address in developing or reviewing the IEP. What do teams needs to know in order to do this?

• The need for AT must be considered for every student with an IEP.

• The term 'consideration' is not defined by IDEA. However, the intent is that of a checkpoint for the team to pause to make sure that the need for AT is addressed.

• Consideration may be brief, but it is informed. This assumes that the team has knowledge about AT, or access to someone who can guide the team in considering the issue in the context of what the team knows about the student.

 
What questions can the IEP team ask in order to address the need for AT?
Guiding questions to assist the IEP teams in considering special factors are provided in the school -age
Individualized Education Program (Annotated).

Does the student need assistive technology:

• to meaningfully participate in the general curriculum?

• to participate in academic or functional activities?

• to access print materials? 

• to access auditory information?

• for written communication and/or computer access? 

• for augmentative/alternative communication (AAC)? 

• to participate in state and local assessments ?
   

What are the potential results of AT Consideration by the IEP team?
There are several possible outcomes to a team’s considering the need for AT:

• AT is not needed. Although AT must be considered for every student with an IEP, every student does not need AT. (The team would check NO.)

• AT is in use, and it is effective and sufficient. For a student who is using AT, consideration provides the opportunity to make sure that the student’s needs have not changed. When this is the case, the AT must also be documented appropriately in the IEP. (The team would check YES.)

• The team does not have enough information to make a decision and will investigate further. When the IEP team agrees that a student may or may not need AT but they do not have adequate information to decide, the team may suspend the meeting and gather the appropriate data, or proceed with the IEP and document services and supports that will assist the team in making the determination. (The team would check YES.)

This may include:

• conducting assessment by gathering data on current performance

• introducing well-planned trials of AT for identified task(s), including data collection to determine effectiveness

• obtaining technical assistance to support the team

Assistive Technology Assessment
Decision making for AT can take various forms, including the relatively brief consideration of AT need that should occur routinely in IEP development. 

The terms ‘assessment’ and ‘evaluation’ are often used interchangeably in special education and in AT, in particular. In general, assessments are used to determine current levels of performance and are conducted in an ongoing manner. Assessments involve data collection in specific circumstances; the data is used to make instructional decisions. In contrast, the terms ‘evaluation’, or ‘reevaluation’, are used to determine eligibility for special education services.

Decision-making processes used by IEP teams to determine the need for AT utilize assessment and data collection to guide the selection and implementation of AT devices and services. There are multiple frameworks and processes that may be used effectively by teams to structure the process of making AT decisions. There are various ways to do it well. Local education agencies and intermediate units may identify a particular process for this purpose. Effective, procedurally-sound AT decision making has these elements in common:

• Multidisciplinary: AT decision making may take place at various times--in IEP development, review, and/or revision.

• Data-based: AT decisions should be informed by data.

• Informed: When making AT decisions, IEP teams may utilize the AT skills and knowledge of team members or elect to add members with expertise in a particular area of AT, who can provide advice or assistance for the team to consider. Teams may also decide to request technical assistance or consultation to support the team on a short-term basis.

• Timely: AT decisions must be made in a timely manner.

 
AT Assessment Resources:
 
SETT Framework: Many LEAs in Pennsylvania and across the country utilize a decision-making framework called SETT. SETT is an acronym for Student, Environment, Task, Tools. Learn more about the SETT Framework.

Assessing Student’s Need for AT  (ASNAT): This protocol, developed by the Wisconsin Assistive Technology Initiative (WATI), is widely used to support school teams as they engage in the assessment process. Learn more about ASNAT.

Feature Match Series: Matching Technology to Students’ Needs & Abilities

Figuring out what technology a student may need can be challenging. A key element to the decision-making process includes matching the needs and abilities of students with the features offered by technology, whether it is universally designed equipment or customized to meet specific needs. This webinar series will provide an overview of feature matching in assistive technology and take a closer look at the features of augmentative-alternative communication systems, word prediction systems, and AT writing tools.

Overview of Feature Matching in Assistive Technology with Kelly Fonner

Feature Match Closer Look: Features of AAC Systems with Kelly Fonner

Feature Match Closer Look: Features of AT Writing Tools with Kelly Fonner

Feature Match Closer Look: Sorting through Word Prediction

Feature Match: Audio Supported Reading with Kelly Fonner

Who Can Help?

Intermediate Unit Technical Assistance: Support and training in AT is available from assistive technology consultants through Pennsylvania intermediate units (IUs). Most IUs have local procedures for requesting technical assistance or training. Teams are encouraged to contact their local IU or visit PAIU website for more information.

PaTTAN Technical Assistance: PaTTAN consultants may also provide assistance, usually in collaboration with IU staff. You may contact your regional PaTTAN office. 

PaTTAN Short Term Loan (STL): PaTTAN maintains a Short-Term Loan Library, which offers a broad array of AT devices. These AT devices can be borrowed by LEA IEP teams and are used to determine the appropriateness of a particular device for an individual student, prior to the LEA or parent’s purchasing the equipment. See PaTTAN's STL Program.

Technology for Our Whole Lives (TechOWL); formerly called ‘Pennsylvania’s Initiative on Assistive Technology (PIAT)’: TechOWL is part of the Institute on Disabilities at Temple University and provides information on AT to all Pennsylvanians who may need it. TechOWL also operates the Pennsylvania AT Lending Collection, which can serve as another source for borrowing AT devices. See TechOWL.