Assistive Technology Special Factor Consideration

Q: What is an assistive technology device and assistive technology service?

A: IDEA defines assistive technology (AT) device 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 children with disabilities."

Assistive technology (AT) services are defined as "any service that directly assists a child with a disability in the selection, acquisition or use of an assistive technology device." The term "assistive technology service" specifically includes a functional evaluation of the child in the child's customary environment. Such functional evaluation frequently includes structured trials of one or more assistive technology tools in the student's customary environment. These trials provide data to assist IEP teams in making decisions about AT devices needed for a free appropriate public education.

Q: Who must be "considered" for assistive technology?

A: IDEA requires assistive technology be considered for ALL students with an IEP. To provide a free appropriate public education, the IEP team must consider if AT is needed for the student to meet IEP goals, benchmarks or objectives. The AT consideration should not be based on preconceived ideas about particular disabilities such as only blind students use AT or all blind students need a braille notetaker. It is possible that a student with a disability may need several different types of AT, such as, augmentative communication, computer access and adaptive seating, based on their goals and objectives.

Q: What is an assistive technology "consideration"?

A: A "consideration" is a process in which IEP team members use information analysis and critical decision-making to determine student needs for assistive technology. IDEA does not specify any parameters regarding the consideration such as "each IEP team will consider at least five AT devices for each student." Clearly however, an IEP team without access to information about a full range of assistive technology options will not be able to complete an appropriate "consideration." Data integral to the IEP team "consideration" includes: 1) information about the student, 2) the environments in which they function, 3) their general education curriculum access needs, 4) their IEP goals, benchmarks or objectives, and 5) information about the variety of assistive technology devices and services.

Q: What are the basic conclusions an IEP team may reach when "considering" AT?

A: In the decision making process of an IEP meeting, the team may decide:

1. AT devices or services are not needed -- If current non-assistive technology interventions, such as skill remediation, task modifications, or other interventions are working and nothing new is needed, including AT, the IEP team will note that AT is not needed.
2. AT devices or services are needed -- If a device is successfully being used, or there has been a successful trial with a device, or it is known from existing data that a specific device is needed, the IEP team will specify the device in the IEP to assure that it is provided.
3. AT devices or services may be needed -- If the IEP team is unsure if a device is needed by the student, they may conclude that AT device(s) should be tried and additional data gathered to make a determination. In that case, the IEP will include an AT service with specific device trial activities to be completed and data to be collected to determine benefit.

If the IEP team does not have enough information to make one of these three decisions, they will need to gather more information or bring additional members to the IEP meeting and either defer IEP completion or agree to implement the portion that is agreed upon.

Q: How can assistive technology device trials be included in an IEP as an AT service.

A: The IEP can include AT service (device trials) as part of special education, related services or supplementary aids and services.  Identifying the device trials as a supplementary aid and service is most logical as it addresses both the devices tried and the data collection of device trials.  Many IEP teams find it helpful to supplement the IEP notation of the supplementary aid/service (AT device trial) with a plan that includes the following components: 1) Identifying specific AT tools to be tried; 2) Identifying goals, scope and time of the device trials; 3) Identifying how the devices will be acquired for trial; and 4) Identifying the data that will be collected and analyzed to gauge benefit. Since IDEA does not require a device trial plan be done, the plan may be developed and documented in any form that is helpful for IEP team decision-making.

Q: When do assistive technology considerations occur?

A: Assistive technology considerations must occur as part of IEP meetings. Additional considerations can also occur at other times in the special education process. AT device and service considerations should occur as part of initial comprehensive evaluations and three year reevaluations in areas where a device is required for valid testing results. (Example a student needs a hearing aid for valid oral language assessment.) AT services, with structured trials of AT devices, may be done as part of IEP implementation to gather data for decision-making.

Q: When should a separate assistive technology evaluation be done (with consent, etc.)?

A: Stand alone "assistive technology evaluations" which provide specific AT device recommendations or prescriptions, may supplement IEP team considerations, but are not required for all students. IEP teams should not expect outside recommendations to relieve the team of AT decision-making; such determinations can only be made by an IEP team with attention to the overall educational program.