Assistive Technology

WHAT IS ASSISTIVE TECHNOLOGY?

Assistive technology is used to increase, maintain, or improve the functional capabilities of students with disabilities when other modifications or accommodations do not sufficiently allow the student to perform to their true ability and/or equally access the curriculum.

The term Assistive Technology encompasses a large range of devices from low tech to high tech learning tools. AT ranges from simple adaptive tools (like highlighters and organizers) to high-tech tools (like text-to-speech software).

Assistive technology must be considered for every student receiving special education services. According to the Individuals with Disabilities Education Act (IDEA), educators are required to consider assistive technology (§34 C.F.R300.346.2.(v)), and to provide assistive technology for students who require it for Free Appropriate Public Education (FAPE) (§34 C.F.R.300.6 (b))

Parents, and the tudent, if appropriate, should be
invited to participate in all aspects of the
process. They can provide valuable infor
m
ati
on regarding fitting, custom
izing, and adapting the
ttchnology to their child
Parents, and the student, if appropriate, should be invited to participate in all aspects of the process. They can provide valuable information regarding fitting, customizing, and adapting the technology to their child. Consideration discussions at IEP Meetings are guided by the SETT Process developed by Joy Zabala.

SETT stands for:

Student: Student's strengths, weaknesses, interests
Environment: How the student functions in different environments at school
Task: What the student needs to be able to do
Tools: How best to meet the student's needs, considered in the Student, Environment and Task sections.

Consideration leads to one of the following outcomes:

1.  The student independently accomplishes tasks in instructional areas with standard classroom tools, accommodations or modifications. No assistive technology is required.

2.  The student accomplishes tasks in all instructional areas with currently available assistive technology. Assistive technology is required.

3.  The student does not accomplish tasks in the instructional areas. Required assistive technology is known and potential need was addressed in the last evaluation. Trials with potential devices or technology are written in the IEP.

4. The student does not accomplish tasks in all instructional areas. Appropriate assistive technology solutions are not known to the IEP team and a more in-depth assessment is needed.

Student: Students strengths, weaknesses, interests
Environment: How the student functions in different environments at school
Task: What the student needs to be able to do
Tools: How best to meet the student’s needs. Ways to achieve goals and overcome barriers.Assistive Technology
1. What is an assistive technology device?
Assistive technology devices
are an
y item
, piece of equipm
ent, o
r
prod
uct sy
stem
(software)
used to increase, m
a
intain, or im
prove the functio
nal capab
ilities of
a stud
ent with d
i
sa
bilitie
s.
CFR 3
00.5 Assistiv
e technolog
y
de
v
i
c
e
2. What is an assistive technology service?
Assistive technology services
dire
ctly a
ssis
t
a studen
t
with
disab
i
lities in the
selec
tion,
acquisition, or use of an
assistive technology device.
CFR
300.6 Assistiv
e technolog
y
serv
i
ce
3. Why is assistive tech
nology imp
o
rtant?
Assistiv
e technology is im
portant b
ecause, for so
m
e
students, without a
ssistive tech
nology they
would not have access to or be able to
benefit from
their edu
cation
a
l pro
g
ram
.
4. When should the assistive technology devi
ces or services be provided for a student?
When the student is not successf
ul in his or her educational program
and the IEP
team
has
determ
ined that the use of assistive technology
device(s) and service(s) are necessary for the
student to be successful in hi
s/her educational program
.
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