Which considerations are essential when evaluating and including Assistive Technology in an IEP?

Which considerations are essential when evaluating and including Assistive Technology in an IEP?

• A. AT is never required for access to curriculum.
• B. Determine if AT is required for access to the curriculum, select appropriate devices/tools, ensure training and maintenance, and include AT in the IEP with evaluation criteria and removal plan.
• C. AT must be provided only if the student requests it.
• D. AT devices require no training or maintenance.

Answer: (B)

Access to the curriculum is the focus. When evaluating Assistive Technology for an IEP, begin by determining whether AT is necessary for the student to access the learning material and participate in class. If it is, choose devices or tools that address the specific barriers the student faces. Then ensure there is training for the student and for staff who will implement and support the device, along with a plan for ongoing maintenance and technical support so the device remains usable. The IEP should explicitly include AT, with clear criteria for evaluating effectiveness and a plan for reviewing and, if appropriate, removing the AT as the student’s needs change. This integrated approach helps ensure the AT actually supports progress rather than being underused. The other options misstate the requirements: AT may be needed and isn’t only provided on request; devices require training and maintenance; and saying AT is never required is incorrect.

Access to the curriculum is the focus. When evaluating Assistive Technology for an IEP, begin by determining whether AT is necessary for the student to access the learning material and participate in class. If it is, choose devices or tools that address the specific barriers the student faces. Then ensure there is training for the student and for staff who will implement and support the device, along with a plan for ongoing maintenance and technical support so the device remains usable. The IEP should explicitly include AT, with clear criteria for evaluating effectiveness and a plan for reviewing and, if appropriate, removing the AT as the student’s needs change. This integrated approach helps ensure the AT actually supports progress rather than being underused. The other options misstate the requirements: AT may be needed and isn’t only provided on request; devices require training and maintenance; and saying AT is never required is incorrect.