Online Mind Mapping and Brainstorming

Create your own awesome maps

Online Mind Mapping and Brainstorming

Even on the go

with our free apps for iPhone, iPad and Android

Get Started

Already have an account? Log In

Referral and Assessment for Assistive Technology by Mind Map: Referral and Assessment for
Assistive Technology
0.0 stars - reviews range from 0 to 5

Referral and Assessment for Assistive Technology

Step One: Referral for Assistive Technology Assessment

The specific procedures for referring a student for an Assistive Technology assessment vary according to the official policies and procedures of the school district

A family member, a referring agency, a physician, a teacher, or another school professional may make the referral.

After the referral is made, then all prior and current assessment data should be considered in the referral which includes:

Student data or personal information

Medical data for vital concerns

Vision and hearing reports

Information about any technology or equipment currently in use

Background information regarding any related services provided previously for the student

After the assessment data and the concerns of the family are addressed, the decision to assess may be made

Step Two: Conducting an Assistive Technology Assessment

The student’s instructional program must be tailored specifically to that student’s abilities and needs.

An Assistive Technology assessment is based on information gathered from a variety of sources, including:

The student's records

Additional informal observations and information gathering

Formal assessment of the student's existing skills

It is the job of the AT specialist to conduct the assessment

Direct Observation

During direct observation, the AT specialist will spend time focusing on observing the student’s abilities and skills including:, Cognitive skills, Current use of any AT devices, Sensory skills, Motor skills, Communication skills, Social skills

For older students with disabilities receiving transition services, the specialist may want to observe independent living skills and vocational performance

When very young children with disabilities are assessed, it is helpful to have a family assessment as well

These observations should take place across times and environments


Interviews allow the specialist to gather information about specific areas of interest and give parents, teachers and the student opportunities to express their experiences, interests and concerns.

These interviews can yield a wealth of useful information including:, Family concerns and expectations, Perceived needs and abilities of the student, Academic expectations, Diagnostic information, Medical information

For older students with disabilities, the interview should include independent living skills and vocational performance

As a service provider, teacher or family member, you may be asked to address these matters

Formal Assessment

Involves selected activities in predetermined environments

The specialist may need to match assessments and parts of assessments to the student with regard to age, experiences, cognitive level, behavioral issues and social skills

Putting It All Together

When the referral, information gathering and assessment procedures are completed, the AT specialist will be able to construct a comprehensive picture of the student’s strengths and needs.

A formal written report will be compiled by the specialist and then presented

Step Three: The Individualized Education Program Team

Decisions will be based on the report given by the AT specialist and in light of other information found

Decisions including training for those who work with the student will also be determined by the AT specialist

Device Trials

After the team decides that the student needs AT for access and support and determines the device or devices the student may need, it is time for the team to procure the device.

The team must do their research in order to get the correct device(s) needed for the student and to make sure that the device(s) are within their budget

People working closely with the student need to know how to use the device(s)

During the training program, data should be collected to determine how the device meets the student’s needs

Step Four: Implementation of the Assistive Technology Device

After the preliminary work and decision making are done, it comes time to purchase the device(s)

After any additional training is completed, the student may need short-term assistance and monitoring to ensure that the device is used correctly and appropriately

Make sure that there is support for the student to see if that student is a successful learner with the device(s)

The AT device(s) should be assessed while the student is assessed to see if the learning goals are met; this should be an ongoing assessment

Beard, L., Carpenter, L. & Johnston, L. (2011). Assistive Technology: Access For All Students. 2nd Edition. Pearson Education, Inc., Upper Saddle River, NJ.

Taileigh Prickett EDU620: Meeting Individual Student Needs With Technology Instructor: Sherry Leialoha-Waipa