Referral and Assessment for Assistive Technology

1. Step 3: The Individual Education Program Team (IEP)

1.1. The IEP team is multidisciplinary in nature. Will make decisions based on the report from the AT.

1.2. The team considers the student's learning goals and and how the AT allows the student ti access the curriculum

1.3. Device Trials: The team procures the device that is needed. There is research that is done because a lot of devices are high tech and expensive. The device should be used on a trial basis

1.4. The trial period is used to ensure that the student can use the device and that it is the correct device for that student. The team also needs to know how to use the device in order to support the student.

1.5. Data is collected during the trial period to determine how the device meets the student's needs.

1.6. page 45-46

2. Step 1: Referral for Assitive Technology Assessment

2.1. Once a referral is made there is a team that meets to consider the request. They will organize and consider the following information.

2.2. Student data or personal information; Medical data for vital concerns; Vision and hearing reports

2.3. Information about any technology or equipment currently in use; and Background information regarding any related servicesprovided previously for the student.

2.4. Once all of this has been reviewed the decision to assess may be made

2.5. page 42-43

3. Beard, L.A., Carpenter, L.B., & Johnston, L.B. (2011). Assistive technology: Access for all students (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc

4. Step 2: Conducting an Assistive Technology Assessment

4.1. An AT assessment is based on information gathered from a variety of sources

4.2. Direct Observation: observes the student's abilities and skills. Cognitive skills, current use of any AT devices, Sensory skills, Motor skills, Communication skills, and Social Skills

4.3. Interviews: yeild a wealth of information. Family concerns and expectations, Perceived needs and abilities of the student, Academic expectations, Diagnostic information, and Medical information

4.4. Formal assessment: involves selected activities in predetermined environments

4.5. Putting it all together once all the information is gathered and assessment procedures are completed the AT specialist can construct a comprehensive picture of student's strengths and needs.

4.6. page 43-45

5. Step Four: Implementation of the Assistive Technology Device

5.1. Once all the preliminary work is done it is time to purchase and implement the device.

5.2. Additional training may be needed, as well as short term assistance and monitoring to ensure the device is used appropriately and correctly.

5.3. The special education teacher has a significant role at this point. They are there for the student and to make sure that the student is a successful learner.

5.4. Teachers and other related personnel are in frequent contact with the student to ensure that the student is progressing

5.5. Checklists are used multiple times during assessments to make sure the student is progressing and meeting IEP goals

5.6. page 46-47