Assistive Technology Internet Modules (ATIM)

AT Assessment Process in the School Environment

If a student requires an AT device, it is crucial that a team, who is knowledgeable about AT and the student, undergoes an in-depth process for discovering the best tool that works for the student. An AT assessment team will most likely consist of members of a student's IEP team, including the student and the parents/guardians of the student. In addition, it is beneficial to include an AT specialist experienced with AT hardware and software. Before the team begins to consider specific technologies and tools to help the student complete certain tasks, information needs to be gathered on the student's strengths, skills, challenges, what environment the student thrives, and what is expected in those environments. Once the AT device is chosen, the AT assessment team must collect data and conduct progress monitoring to ensure this device works well for the student. This module helped me understand how the AT assessment process works and my role as a classroom teacher in this process.

AT Consideration in the IEP Process
When discussing a specific student's disability, capabilities, and needs, it is required that an IEP team consider the use of AT (assistive technology) for the student in the classroom. AT tools give students the opportunity to progress through the general education curriculum. The team is required to ask, " Does the students need assistive technology to meaningfully participate and progress in the general education curriculum?"

The process includes:

1. Identify strengths and needs of the student.
2. Identify tasks the student has to perform but is unable to because of his/her disability.
3. Identify strategies, accommodations, and other AT tools/devices that were tried and their level of success.
4. If barriers continue for the student with these strategies, accommodations, and AT tools/devices in place, then potential AT solutions need to be discussed, identified, and included in the student's IEP.

The AT consideration decisions that an IEP team can make include:

1. AT is not needed
2. AT is needed, and a description of how, when, and where the new or current devices/services will be provided
3. AT is needed, but the IEP team is unsure of what devices/services are most appropriate for the student at this time (more research and resources need to be explored)

Automatic Speech Recognition (ASR)
ASR is a computer application that allows people to control a computer by using speech. ASR can benefit students with a wide range of learning and motor disabilities. Students struggling with spelling are able to use devices that produce written words from spoken speech. ASR also assists students who physically cannot write or type written work. Depending on the ASR software, training on how to use the device may be required.

Students who benefit from ASR:

1. Students who are unable to manipulate writing tools and who require an alternate device
2. Students who have difficulty with writing mechanics (spelling, grammar, etc.)
3. Students who have difficulty with the writing process

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