Consideration of Your Child's Assistive Technology Needs
Reprinted from: www.fctd.info./resources/index/.html

What does “consideration” of assistive technology mean? Although the process of “consideration” is not defined by the IDEA law, in general, it should be more than just checking a box on a form that states that the AT needs of your child have been considered. Although there is no single approach to considering your child’s AT needs, most IEP teams will follow a process that takes the following steps:

1. Gather information about your child, his/her disability and abilities and ask the following questions.

What does your child need to do but is unable to do because of his/her disability?
What are your child’s customary environments? These environments include the classroom, the playground, bus, music, gym, and lunch periods.

2. Share information gathered about your child. Parental input is very important and you should be actively involved in the process.

3. Remember that your child’s preferences in areas such as color and style are important things to consider.

Many parents tell stories of successful AT adoption that hinged on a child’s sense that a particular piece of equipment was “cool.” Likewise, a child may resist using a piece of equipment that he thinks is “nerdy” and sets him apart from the rest of his class. Children want to fit in with their peers, so a device that is less conspicuous than another might be preferred even if it has fewer “bells and whistles.”

IDEA Law and Assistive Technology

Your child’s assistive technology needs must be considered. If necessary, an AT evaluation must be performed. AT devices and/or services must be provided by the school system if identified in the child’s IEP. Training of teachers, aides, and the student may be listed in the IEP as “AT services”

4. Make a list of the child’s needs, environments, and tasks, and prioritize your child’s biggest educational challenges, such as communication, mobility, reading, writing, or behavior issues.

What are the biggest challenges for my child?
Which challenge should we focus on first?

5. The IEP team brainstorms possible solutions to your child’s main goals

Questions to ask include:
What assistive technology tools are available to help my child overcome these challenges?
What criteria will be used to determine if the AT has been successful in reaching the agreed-upon goals?

6. After listing possible AT tools that the team thinks might help your child achieve her goal, the team needs to decide which device they will try first. Sometimes a number of different AT tools will need to be tried before an appropriate one is found for your child.

The IEP team should discuss:
What are the specific features of the AT device that can help your child?
What tools are readily available from the school, the district or a loan library?
Who will need to be trained to get maximum benefit from the AT device or service?
What are the sources of training?

7. After deciding upon a device to try, the IEP team needs to acquire the device for the student to experiment with. Some schools have access to libraries of technology that are shared among schools or districts. During the trial period with the device, IEP team members need to collect data about the child’s use of the device.

Questions to ask include:
How often did the child use the device?
Did it help him do something he could not do before?
How was success with the device measured?

At the end of the consideration process, the IEP team should decide whether or not the assistive technology would benefit your child. It is important to document in writing that the IEP team considered AT and if so, what AT devices and services are most appropriate for the child. Assistive technology devices and/or services must be provided if required in the child’s IEP.

Keep in mind that even if your child does not require assistive technology at the moment, he or she may benefit from using it in the future. Therefore, the law requires that your child’s AT needs be considered continually as long as your child has an IEP.

The term “assistive technology” may never appear on the IEP forms used by your child’s school. Instead, the form may use terms such as “accommodations, supports, program modifications, or supplementary aids and services.”
No matter what form is used by the IEP team in your child’s school, the team is required by law to consider your child’s need for assistive technology.

Obtaining a Formal AT Evaluation

If the IEP team is unable to determine what AT devices and services are best for your child, then a formal AT evaluation may be needed. The evaluation should be performed by a qualified professional in a timely fashion. This may present a problem, as there is a shortage of qualified AT evaluators in many areas of the country. The school system may choose to use its own personnel to conduct the evaluation, but if parents disagree with the recommendations, they have the right to an independent evaluation at district expense. Be aware, however, that parents may have to assume the cost of an independent evaluation if the results do not differ from the one provided by the school system and if the system can show that the original evaluation was appropriate.

Disagreeing with the School about Assistive Technology

You have the right to disagree with the school’s decisions concerning assistive technology. Some situations in which parents and school personnel should meet to resolve disagreements include when:
You disagree in writing with the IEP
You believe your child is not receiving appropriate assistive technology devices and/or services
You think additional devices and/or services are needed.

When differences arise, try to resolve them informally first. If you can’t work out a solution that is satisfactory, you can take more formal steps to reach a satisfactory resolution. The procedures for taking more formal action vary from state to state, but may include mediation, a due process hearing, or filing a formal complaint with the state.