AT Consideration

AT ConsiderationOverview of Issues & Solutions

PROCEDURAL ISSUES …

Consideration / Assessment / Evaluation

Integration into IEP Implementation & Progress

Evaluation

How to ConsiderGeneral Collaborative Problem-

SolvingFour Procedural ModelsConsidering AT in the IEP

How to Consider AT Needs

Reed & Bowser (1999) suggest that consideration

Would constitute a brief discussion lasting at least 1-2 minutes but no more than 15-20 minutes with the IEP team

Potential for confusion between consideration and assessment

“How to Consider” using Collaborative Problem

SolvingProcess1. Identify problem2. Formulate several

solutions3. Select solution4. Implement

solution Friend & Cook,

2003

Can be on-going collaborative process for team of regular & special education teacher

Can be collaborative process for IEP team

But often team has no training or guidelines on to do this

Should result in determination of Positive Instructional Supports

Strategies (“no tech procedures)

Instructional technology (e.g., mnemonics)

Adaptations & accommodations

Assistive technology

However, problems remain…

Educational teams may require more support to engage in a process of determining positive instructional supports

Both the collaborating teachers and the IEP team will need to know when and how to move to the next level of AT consideration

Parallel to the need for a functional behavior assessment and behavior plan

“How to Consider” Using anStructured Assessment

FrameworkDistrict shouldProvide written guidelines

describing process and outcomes

Establish a minimum set of requirements for documentation of AT Consideration

How to Consider: 4 Procedural Models

Consideration: A Flowchart of Primary Questions (Chambers 1997)

Education Tech Points (Bowser and Reed 1995)

Unifying Functional Model (Melichar & Blackhurst 1993)

SETT Framework (Zabala 1994)

USING A STRUCTURED FRAMEWORK (SETT)

One Solution: The HILIA Example

When to Use a Structured AT Assessment Framework

Do not need: When using instructional

technology as a general strategy for teaching a specific curriculum content

When using low cost, “light tech” devices

When making minor modifications to products or devices in current use

When continuing using a product or device that is already being successfully used by a student

Do need: When educational

progress has failed to respond to “positive instructional supports” including (but not limited to) strategies, adaptations, or instructional technology

When there is an issue with access to or availability of existing classroom instructional technology

When an IEP team specifically requests an AT evaluation at a a case conference

When equipment is needed requiring rental

Per HILIA AT Evaluation Guidelines

“How to Consider” Using anAssessment Framework

Preparation Communicate with

Parents Review Team

Members Gather Information

(Prior to the meeting)

Schedule a Meeting

Complete form (individuals)

SETT Framework – Part I

HILIA Guidelines for AT Assessment…

Complete the SETT process

Complete Problem Identification

Prioritize Goals and Tasks

Generate AT Requirements

Generate Solutions Select Solutions

Complete form (group)

SETT Framework – Part I

SETT Framework – Part II

Implementation Develop

Implementation Plan Implement the Plan Review

Implementation Plan Document in the

IEP Maintenance

Complete SETT Framework –

Part III

A Fifth Procedural ModelConsidering the Need for AT within

the Individualized Educational Program (CTE & TAM, 2005)

WHEN TO CONDUCT AN AT EVALUATION

AT Consideration: Assessment v. Evaluation

When to Conduct an AT Evaluation?

Is it the time or complexity needed to achieve the outcome?

Is it the cost of the technology?

Simple answer: It’s an evaluation

when the parent or teacher asks for an evaluation, or

More appropriately, when the case conference committee requests an evaluation.

What is the difference between assistive technology consideration and evaluation?

How to Conduct anAT Evaluation

When an AT evaluation is requested

The assessment framework can be used

AND All policies, procedures,

and timelines for evaluations to insure compliance and FAPE are invoked

How to Monitor Compliance

1. The CCC sends the case conference forms (IEP) with the request to the special education central office where it is entered into the evaluation tracking system.

2. The educational team meets to develop an evaluation plan; the plan is completed, the results reviewed, and a written recommendation is prepared

3. The recommendations are presented at a case conference meeting within the 60-day timeline.

1. The activities, data and recommendations are reviewed and the needed devices or services are determined.

2. These are documented in the IEP as results of the evaluation

Documenting AT Needs in the IEP

Document *In the present levels of performance, the

student’s educational progress, data-based needs for the AT, and the effectiveness of any prior AT use

*Specific reference to AT within the annual goals and short-term objectives

*In the adaptations or accommodations, the specific AT needed

* Indicates those areas that should be required when AT devices or services are needed

Documenting AT Needs in the IEP

Document The AT to be used to support state and

district testing The special education or related services

needed to instruct the student in both the operational and functional the use of the AT

*The supplemental supports or services needed to support the student in the general education classroom and to support parents or teachers in the use of the AT

* Indicates those areas that should be required when AT devices or services are needed

Administrative “messages”

Emphasize need for data-based decisions; if not, requests could be returned for additional work

Insure staff and parents that if process & documentation establish a need, then AT will be provided FOR A TRIAL PERIOD

Emphasize need for implementation plan Emphasize need to evaluate student

progress and meet to review progress