According
to federal laws and legislation (the 1997 revision of IDEA), it is required
that assistive technology is considered for each individual student, regardless
of their disability, as part of the IEP process. AT can be incorporated into
the student’s IEP in one or more of these three areas: As a part of Special
Education (in the annual goals), a related service, or as a supplemental aid or
service needed to support the student in the least restrictive educational
environment. When considering AT the IEP team must determine the strengths and
abilities of the student, the specific tasks that the student has to perform in
school that their disability hinders, their interests, and their
environment. The overall goal is to
figure out if assistive technology can be used as the bridge to enabling a
student with a disability to participate in the least restrictive environment. In
the following posts I will be sharing some examples of IEPs and appropriate AT
devices that can be used to meet the individual student’s goals.
Andrea, I really like the flow chart you added to this post. It can be a very confusing process when thinking about an IEP and all of the components, resources, accommodations, and goals that need to go into the document. This flowchart offers an easy guide for teachers to use as they consider Assistive Technology. It also gives teachers the opportunity to reflect on any assistive technology tried. Great post!
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