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Assistive Technology & the IEP

Assistive Technology & the IEP. Sue Loeffler, M.A., CCC-SLP Assistive Technology Specialist Denver Public Schools. The Individuals with Disabilities Education Act (IDEA) defines AT as both a device and a service. Assistive Technology Device :

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Assistive Technology & the IEP

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  1. Assistive Technology & the IEP Sue Loeffler, M.A., CCC-SLP Assistive Technology Specialist Denver Public Schools

  2. The Individuals with Disabilities Education Act (IDEA) defines AT as both a device and a service • Assistive Technology Device: 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 functional capabilities of a child with a disability.

  3. Definition better defined … • Think of it this way… • If the school can’t supply it as standard items, equipment that are routinely available at any school – and you need to get it from an outside source (AT Services, Vision, Hearing, or otherwise) – then it is considered AT. • Grey Area: Visual materials such as picture cards, posters, vocabulary books, etc. that you create. • If it is part of standard classroom programming → not AT • If it is outside typical teaching methods, and specific to the student’s needs not shared by all peers, then it may be. Contact Sue to discuss before marking IEP.

  4. The Individuals with Disabilities Education Act (IDEA) defines AT as both a device and a service • Assistive Technology Service: Any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device.

  5. AT on the IEP • PLAAFP – Communication Page • List equipment in general terms such as: • Picture Communication System • Digital/Voice recordable or Synthetic voice device • Static or Dynamic screen • Recorded books • Custom programming • Portable word processor • Software for written language support • Etc.

  6. AT on the IEP • Special Education and Related Services page (LRE page) Does the student require: Special Transportation? Yes No Learning media plan? (For Vision Disability) Yes No A communication plan? Yes No Assistive technology? (if yes, describe): Yes No

  7. AccommodationsCurricular Accommodations/Modifications:(In order to justify appropriateness of accommodations for any state mandated tests, the testing accommodations listed below should be used consistently within a student's academic program over the previous year.) Minimum of 3 months

  8. Annual Goals • Okay to write goal around device/equipment but have allowances in place if it is not available, broken or not as affective any longer • John Doe will use their communication device to greet peers … • Best to list device/equipment as one means of achieving goals • John Doe will increase MLU from 1.0 word average to 2.5 word average using verbal utterances, sign language, augmentative communication device …

  9. Annual Goals - Continued • Do not list the equipment or software by name! • Use general description or terms on the IEP, just enough that others can tell what type of AT is being used • Examples: picture vocabulary cards, voice recordable communication device, multiple level overlay communication device, dynamic screen communication device, etc. • If you name/list the AT, we must supply that specific item - or - the IEP must be modified

  10. Specific AT Documentation • This is where you can/should be specific with terminology so others know exactly what was used and how successful/unsuccessful it is: • WATI • EZ Med Notes • Tx Notes • Emails • Consider terms such as: • Trials/trialing • On-going assessments with …

  11. Adding AT - Documentation • Make documentation clear: • Why the student is being considered for AT • what was tried prior and why it didn’t work • What AT is being trialed/used • general description in IEP, specific in WATI, clinical notes & daily lesson plans • Who is responsible for making sure the equipment, software is working, used and supported • SLP, special educator, OT/PT, list other • This may be more than one person! Implied or specific on IEP, specific on WATI, EZ Med, notes

  12. Removing AT - Documentation • Why it is no longer being used, supported, necessary • Is an AT/Specialist consult required/good idea? • Help in recognizing why it isn’t working • Ideas for an alternate approach, other AT that could be trialed • Who made the decision? • Make sure you have data to back this up • Include progress and success w/o AT and that it is documented on the IEP (don’t check the box), • Include notation on the WATI &/or in a formal report that is in the student’s cum • Notify AT and supply/verify with a copy of the documentation

  13. Accessing General AT Equip & Service Needs in Districts: • SLP’s • OT/PT’s • Vision • Deaf & Hard of Hearing • Autism Supports • Behavioral Supports • AT Services

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