Continuing onto Module 3...

With continuing on my journey of learning, I am now starting a new module. In the posts to come I will be continuing my learning of assisted technology, and learning new ideas about the writing process. 

“The Individuals with Disabilities Education Act or IDEA, mandates that teams are responsible for developing the IEP for students with disabilities consider each student’s needs for assistive technology (AT) devices and services” (Dell, 209). With this being said, these IEP teams need to come to a conclusion in regards to a students need for assisted technology. These conclusions are:

1.  No AT is needed –the AT the student is currently using meets his or her needs
2.  Certain types  of AT should be tried
3. They cannot make a determination without more information or assistance

Helpful guidelines were made by professionals all over the world to help with the decision making process of using assisted technology in a student’s IEP. These guidelines were made by Quality Indicators of Assisted Technology Consortium (QUIAT). Here is the list of guidelines:

1.      Assistive technology devices and services are considered for all students with disabilities regardless of type or severity of disability.

2.      During the development of an individualized educational program, every IEP team consistently uses a collaborative decision-making process that supports systematic consideration of each student’s possible need for assistive technology devices and services.

3.      IEP team members have the collective knowledge and skills needed to make informed assistive technology decisions and seek assistance when needed.

4.      Decisions regarding the need for assistive technology devices and services are based on the student’s IEP goals and objectives, access to curricular and extracurricular activities, and progress in the general education curriculum.

5.      The IEP team gathers and analyzes data about the student, customary environments, educational goals, and tasks when considering a student’s need for assistive technology devices and services.

6.      When assistive technology is needed, the IEP team explores a range of assistive technology devices, services, and other supports that address identified needs.

7.      The assistive technology consideration process and results are documented in the IEP and include a rationale for the decision and supporting evidence.

Lastly, the main thing that I learned from making assessments about using assisted technology in a student’s IEP is that the assessment should always be student centered, and meeting the individual needs of the student.

References:

Dell, A. G., Newton, D. A., & Petroff, J. G. (2012). nine. Assistive technology in the classroom: enhancing the school experiences of students with disabilities (2nd ed., pp. 200-2). Boston: Pearson.