IEP Considerations & AT

In my last blog post, I talked to you about Lisa Luna DeCurtis' idea that it is not about the iPad tool that you use, it's about the technique. When deciding to use an iPad to help a child, you must make sure that the learning experience is beneficial for that specific child and that it is going to help them succeed in the classroom. 

  

Similarly, just as a teacher must have a thorough thought process before deciding to use the iPad to help a student in their classroom, an IEP team must think thoroughly before deciding that any type of AT (assistive technology) would help benefit a child in the classroom.

The purpose of this blog post is to help people understand that the process an IEP team goes through to decide if using AT would help a child succeed in the classroom is a long, thorough process. 

What Is Involved In This Process? 

• Assessment: The IEP team must discuss the child's strengths and weaknesses and what subjects the student struggles in. Once this has been discussed, the IEP team must discuss the student's experience with using technology and when the child would need to use the AT.
• Incorporating AT into an IEP: Assistive Technology can be incorporated into a student's IEP as a part of Special Education (in annual goes),  as a related service or as a supplemental aid or service that is needed to support the student! 
• The IEP team must document the annual goals that they want the student to accomplish.
• The IEP team must then decide if the student would need AT in order to accomplish the goals they have set for him or her.

• NOTE: When describing the AT, avoid using specific product names.

                                                                                                                     (Ahmad, R).

How Does This Relate To The Classroom?: 

Teachers are very important members of a student's IEP team. The teachers play a big role in deciphering the student's challenge areas and strengths. The teacher needs to use his or her knowledge of the student's strengths and challenge areas to help him or her decide if the use of AT would be beneficial to help that child succeed in the classroom and become more independent! 

Before my assistive technology class I never knew how beneficial assistive technology can be. That being said, during this class I learned that assistive technology can only benefit the child if it the appropriate device to use. Educators, parents and the entire IEP team need to be collaborative and decide whether an AT device would help the child and if so, which one! 

To learn more about the process an IEP team goes through to decide whether or not to incorporate AT into a child's IEP, watch the video below! 

Ahmad, R. (2013, 7, 10). Assessment & The IEP Process. EDG 519. Cabrini College.