Assistive Technology
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  Assistive Technology: Helping students with disabilities reach their maximum potential.

Assistive Technology Services:
Referral Process

Teachers use assistive technology on a daily basis

Through training and experience teachers have learned to apply many assistive technology systems to help their students. Teachers make appropriate adjustments in methods, techniques, and learning systems to fit the needs of individual students. Often these teachers use assistive technology systems on an as needed basis as a regular part of their classroom activities. When they find a system that is effective and needed by a student they will report that in the next annual IEP meeting and it becomes part of the student's IEP. A similar process is available through a 504 Committee for students who have a disability but not eligible for special education services. Therefore, the assistive technology services are usually local, informal, ongoing, and changing with the changing needs of the student. Most use of assistive technology systems occurs in the classroom and in local Knox County Schools without contacting The Assistive Technology Services Department.

Consideration of special factors like assistive technology

To insure that a student's assistive technology is not overlooked, an annual IEP meeting will always consider the question "Is assistive technology needed to implement this IEP?" At any time a teacher or parent can ask to have an IEP Team meet to consider any student's need, including the need for assistive technology. For a disabled student, who is not eligible for Special Ed. Services, the student or parent can ask a 504 Committee to consider the student's need for assistive technology to insure that the student has full access to the school program.

Formal referrals made to the IEP team

All formal referrals for are made to the student's IEP Team or 504 Committee (made up of the student and/or parents and teachers). The IEP Team or 504 Committee considers, plans for and implements assistive technology systems, as needed. A resource for the IEP Team and 504 Committee is The Assistive Technology Services Department. If the IEP team or 504 committee determines that more information or support might be needed to meet the assistive technology needs of a student, the team can ask for a consultation with Assistive Technology Services.

Referral to The Assistive Technology Services Department

The first step in involving The Assistive Technology Services Department is to ask for a consultation from an assistive technology specialist. This consultation with an Assistive Technology Specialist can provide information to the staff so that the IEP team or 504 committee can meet the student's assistive technology needs with no additional support from The Assistive Technology Services Staff, or, this assistive technology consultation can lead to a number of other assistive technology services designed to help the IEP Team or 504 Committee plan for and provide assistive technology support, including: (1) more consultation to staff, (2) joining the IEP Team, (3) evaluation of the student's needs, (4) training staff, parents, and the student how to use assistive technology systems, and (5) follow-through support.

How to consider assistive technology

The following framework is presented as an aid to IEP Teams and / or 504 Committee who are considering assistive technology for a student. Has technology been considered? After the IEP Team considers each of the following questions, the case manager will initial and date each box.

 

1. What do we want the student to do within the educational program that s/he is not able to do because of his/her disability?  Would assistive technology enable the student to meet the goal?

  

In answering these questions the IEP Team needs to be specific, keeping both short-term and long-term goals in mind.

2. What has been tried to meet the special education needs?    

 

Include both low tech and high tech options that have been tried.

3.  Is it working?

  

This is the question the IEP Team will answer after they have identified the strategies, modifications, and devices that are in place to meet the educational needs.

4.  If the IEP Team agrees that the specified needs are being met within the least restrictive environment, there should be evidence to support the effectiveness and appropriateness of the interventions.

  

Work samples, classroom tests, formal testing, etc can be used to document the effectiveness and appropriateness of the interventions and should be documented within the students present levels of performance.

5.  If the IEP Team agrees that a specific educational need is not being met with present interventions, they must ask and answer these specific questions.

  

What has been tried? How long was it tried? How was it tried? What were the results?  What worked? What didn’t work?

6. The IEP Team must ask themselves:  Do we as a collaborative team have the necessary knowledge and resources to continue to try and meet the students special education needs?  

 

Consider alternative interventions, inclusive strategies and/or modifications, as well as assistive technology devices and/or services.  Request for a consultation from Assistive Technology Services

7. If the IEP Team agrees they have not exhausted their own knowledge base and resources, they must develop a plan of action to meet the specific needs of the student.     

 

Based on what has been tried, the IEP Team needs to decide on alternative intervention strategies, devices and/or services, or modifications to interventions already in place.    Complete a Plan of Action that specifies what will be tried and who will be responsible for each area in the plan developed by the IEP Team

8.  If the IEP Team agrees they have exhausted their own knowledge base and resources, they must then seek additional assistance.

  

Referral to Assistive Technology Services (ATS) for an assessment:  Obtain permission from parent or guardian   Notify Assistive Technology Services

 

Source: Chambers, Antoinette. (1997) Consideration: A detailed look…Has technology been considered. Closing the Gap. October/November 1997.

 


 
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