It seems important to make teachers aware that AT can have many faces, and it should be thought of as a continuum of possibilities, that ranges from no-tech (low and medium) to high-tech solutions. Each possibility must be individually deliberated, taking into account the setting in which it will be used, the intended purpose, and the characteristics of the ““device””. Because AT access, in itself, is not a guarantee of success, it is crucial to have the student be an active participant in the IEP process. The student must also commit to taking full advantage of the technology being placed at his/her disposal. When the student is left out of the decision-making process and later confronted with yet another “adjustment”, the chances of abandonment of the AT “device” increase exponentially.
When including AT in your Individual Educational Planning make sure that you indicate whether it is to be used as an accommodation or a modification (or both) and that you describe the ““device”” as clearly as possible. Refrain, as much as possible, from using brand names or specific manufacturers, as there may be several different makers of one same ““device”” that serves the same purpose. The type of features, and the services that it intends to support, are the most important areas to consider.
When including AT in an Individual Educational Plan consider the following:
1.clear description of the “device” and services it provides;
2. how the ““device”” supports participation, access and progress in the curriculum;
3. how the IEP team I going to measure outcomes of AT use;
4. all the services that will be required to implement the technology.
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