The Case Against Assistive Technology
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"Technology is a tool that serves a set of educational goals, and if we don't think about what we want the technology for first, we end up with technology-driven solutions that have very little impact in the lives of our children and in our educational system." Linda Roberts, Director of Education Technology, US Department of Education
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IDEA 2004 defines AT as
“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”
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Simply put, AT is a broad term that covers any tool from a pencil grip to a computer. AT can include simple or "low-tech" devices such as laminated communication boards, removable highlighter tapes, reading guides, and Velcro. AT can also include more complex or "high-tech" tools such as software, talking word processors, and Alternative Augmentative Communication (AAC) devices.
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Assistive Technology (AT) involves services and/or devices
AT services are provided by teachers, special education teachers, aides, and related service providers such as Occupational Therapists, Physical Therapists, and Speech & Language Therapist.
AT is any service that assists a students with the selection, acquisition, or use of an AT device:
AT evaluation includes a functional look at the student in his/her customary learning environment(s). This is typically a process of exchange of information regarding the student's needs, strengths, goals, and expectations. This is typically compiled by the IEP team using the NKCPS AT Considerations Tool. Should the IEP team need assistance to gather additional information an AT Specialist may consult in the evaluation process.
Purchasing, leasing, or otherwise providing for the acquisition of AT devices. NKCPS has an inventory of AT and through VCU TTAC has access to a number of other devices and software for AT trials. We have many resources available and numerous methods of providing needed AT for students in the school setting.
Selecting, designing, fitting, customizing, adapting, applying, retaining, repairing, or replacing AT devices.
Coordinating and using teachers, related services, and interventions such as those associated with existing education and rehabilitation plans and programs.
Training or technical assistance for a student, if appropriate the family, and the teacher(s) working with the student.
AT device is "any item, piece of equipment, or product system whether acquired commercially of the shelf, modified or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities."
(Individuals with Disabilities Education ACT (IDEA) 20, USC, Chapter 33, Section 1401 (25) US)
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The AT Cycle
Prior to making an AT device or strategy part of a student's IEP, AT trials must have been proven successful for the student. A student may receive AT services from any number of providers (teachers, special education teachers, related service providers); in customary learning settings; for a duration of time determined by the IEP team; to determine if the recommended AT is appropriate and meets the learning needs of the student.
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The AT Cycle, developed at Johns Hopkins University Center for Technology in Education, answers many of the questions about planning, implementing, and evaluating the use of AT. It's four iterative phases—consideration, tool and strategy selection, implementation, and evaluation—work together to maintain a focus on the student's needs for greater achievement and independence. |
Assistive Technology and IEP Development
The appropriate question should be, does the student require AT to successfully master a goal(s) in his/her IEP? Determining if a student might benefit from AT is not an isolated decision made by an individual. By law, students eligible for AT under IDEA 2004 must have an Individualized Educational Program (IEP) which includes a comprehensive plan of instruction and support services needed to meet unique educational needs. The IEP team, which includes general and special education teachers, family members, the student (as appropriate), and others the school or family have invited, develops the student's IEP. Together, the team members should know about:
- The student.
- The general education curriculum and state proficiency assessments.
- Internal and external sources of assistance.
- Available services.
- The IEP process.
NKCPS uses the SETT Framework, developed by Joy Smiley Zabala, M.Ed. to determine AT decisions. The SETT Framework considers first, the STUDENT, the ENVIORNMENT(S) and the TASKS required for active participation in the activities of learning, and finally, the system of TOOLS needed for the student to address the tasks.
The Student and Task are the key variables, primary considerations, and motivation for determining AT. If the student does not see a need for AT the AT will not work. The Hey Can I Try That? self determination tool is useful in assisting students in determining self awareness of their needs and possible need to use AT.
I'm Determined is a self-determination tool about youth with disabilities taking control of their lives. The site has materials to assist students with disabilities and their families develop self-determination skills. There are modules, one page visual organizers, and other supplemental materials The materials cover preschool through young adulthood.
As part of developing an IEP, team members follow a multi-step consideration tool and process to determine if AT might help meet the student's needs and documents the decision in the IEP. However, this is just the beginning of making AT available to help the student achieve in the general education curriculum with proficiency and independence.
Which AT device or service are need and which should be chosen?
How can teachers integrate AT into the classroom and lesson plans?
And, how will everyone with a vested interest in the student's progress know if the AT helps?
AT and IEP documentation
Several sections of the IEP relate to assistive technology. In addition to the Special Considerations question that specifically asks the IEP team to address the student’s need for AT, questions about the student's present level of academic achievement and functional performance, goals, and supplementary aides and services require team members to consider AT. When determining AT the IEP team should consider who will provide the AT support or service based on the student and student's unique and individualized need and curriculum.