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Improving Assistive Technology Reporting in Special Education: Key Actions and Insights

This memo highlights the underreporting of Assistive Technology (AT) among Special Education students, where only 8% are coded as using AT despite a significant need. It emphasizes the importance of increasing awareness of AT's role in Individualized Education Programs (IEPs) and improving data coding processes within the PEIMS system. Action items include ensuring AT is accounted for in classrooms and IEPs, enhancing district staff's understanding of AT, and verifying the accuracy of coding sheets and collection software. Further information can be found through the Texas Assistive Technology Network.

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Improving Assistive Technology Reporting in Special Education: Key Actions and Insights

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  1. PEIMS Data Standards

  2. PEIMS Data • 9% of students in public schools are classified as receiving Special Education • 8% of Special Education students are coded as using Assistive Technology • Target for use of AT in school SHOULD be higher • Memo highlights ways to improve/increase coding in PEIMS for AT

  3. Why is AT being underreported? • Students need AT but not receiving it • Students use AT but not included in the IEP • Failure to give accurate information to PEIMS clerks who code the data – dependent upon software used • Software may not address AT information correctly…

  4. Action items • AT is considered as part of the development of the IEP • Ensure that if AT is needed, it is part of the classroom and IEP • Increase awareness of AT definition to district staff • Determine if coding sheets for PEIMS clerks is accurate • Determine if software for collection is accurate

  5. For more information… • PEIMS memo dated August 4 • Texas Assistive Technology Network (TATN) http://www.texasat.net • Kirk Behnke kbehnke@esc4.net

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