18 | AT is Documented in IEP

18 | AT is Documented in IEP

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AT is Documented in the IEP

The law is very clear that assistive technology is to be included in a student’s IEP. Documenting AT in the IEP ensures there is a clear understanding of the AT devices and services that are needed for the student as identified by the IEP team. There are several places in the IEP that are appropriate for documenting AT. However, it is more important that the information regarding AT be included in the IEP than where that specific information is included. The following are areas that can include AT:

A. Overall Objective Statements
B. Goals & Objectives
C. Supplementary Aids and Services

AT devices may also appear as specially designed instruction, related services, assistive technology, modifications, accommodations, support for school personnel, transportation, transition planning, and participation in state and local assessments.

When the IEP team recommends an AT device as part of the IEP, a brand name of the specific device need not be specified on the IEP. It may be more beneficial to list the needed device features as more than one specific device may meet the student’s needs.

AT as Special Education

When assistive technology is included as Special Education on the IEP, the team will discuss its need in the Overall Objective Statements and/or incorporate it into the annual goals and/or short term objectives. How AT will contribute to the functional performance of the student (overall objective statement) or to achieving the goal and objectives must be clearly stated. The inclusion of AT in the IEP requires an explanation of how and why the child will use the technology to accomplish a particular goal and/or participate in the educational setting. The device could be part of the conditions needed to accomplish the goal and objectives.

IEP Examples: Overall Objective Statement
Dillon has the academic ability to do grade level work but when the assignment involves writing, he is unable to complete the work. Dillon currently uses an application on a tablet to take pictures of worksheets and type answers. He transitions to a word processing program or device to complete assignments of multiple sentences.
IEP Examples: Goals and Objectives
Using a word processor program with a spell checker, Dillon will compose a 3 paragraph paper using at least 15 sentences, with 80% accuracy in the use of punctuation, capitalization and grammar for 5 assignments in a grading period.