Question:

So often, my district gets into a situation where a family wants their child to have a laptop computer even after an AlphaSmart keyboard computer or another accommodation has been considered and found to be appropriate by the other members of the IEP team. Do you have any criteria that specifically addresses this issue, such as readiness markers like student’s age or motoric abilities, or amount of written language student needs to produce?

Submitted by: Assistive Technology Specialist, SELPA

This question correlates with another.....

I’ve read about a federal law that promotes the use of assistive technology by students in special education. My son has mild cerebral palsy with fine motor coordination problems that make it difficult, slow, and tiring for him to write. Can I require the school to pay for any technology that I think might be helpful?

Submitted by: A Concerned Parent

Answer:

The Individuals with Disabilities Education Act (IDEA Amendments, PL-105-17) emphasizes that every student’s need for assistive technology must be considered. The law does not, however, guarantee that every student with a disability will receive assistive technology.

Families, along with other members of the multidisciplinary Individualized Education Program (IEP) team, have a say in identifying technology and other accommodations as well as determining the appropriateness of a specific technology. Many school districts and other groups have developed specific forms to assist the IEP team as they consider each student’s need for assistive technology. One example is the Assistive Technology Evaluation Guide for Students with Learning Disabilities created by Gayl Bowzer, Oregon Technology Access Program.

It asks the team to answer these questions:

• What difficulties is the student experiencing for which assistive technology intervention is needed?
  
  
• What strategies, materials, and technology tools has the student already used to address the concerns?
  
  
• What new or additional assistive technology or accommodations should be tried?
  
  
• What criteria will be used, during the trial period, to determine if the assistive technology being considered meets the student's identified needs?

Other examples are the Assistive Technology Consideration Guide an assessment tool developed by Penny Reed and the Wisconsin Assistive Technology Initiative (WATI) and the Student, Environment, Task and Tool (SETT) framework developed by Joy Zabala, University of Kentucky. Each of these consideration formats includes criteria driven, carefully conducted, trial use period for the specific technology tools being considered. No matter which decision making model is used, evaluation of the effectiveness of the assistive technology tools and services must be on going, i.e., data collection and analysis regarding the expected changes in student performance.

There are no criteria for readiness, age, motoric abilities or specific amounts of written work required before a student is eligible for a laptop computer or other word processing device. However, each of these issues along with related assessment data (e.g., assessment of motoric abilities to determine type of access needed) would be part of the consideration process the IEP team uses to determine the system of tools (devices and services) the student needs to accomplish the identified tasks in specific environments i.e., school, in community and at home.

Assistive technology, like education, is more art than science. To determine the most appropriate tool for the student to use for a specific task the team must get the best information they can to make their best guess and then check it out during a trial use period. To successfully conduct a trial use period, training in use of the equipment and its applications must be provided for the student, educational staff, and family as a component of assistive technology services.

Assistive technology devices must be selected as you would select any other curriculum accommodation. It must be:

• Disability specific (not one size fits all)
  
  
• Necessary (not just nice)
  
  
• Individualized (based on assessment findings)
  
  
• Documented (included in IEP)

Web Links:

http://webschoolsolutions.com/patts/c1/sett.htm
For a short course in the Student, Environment, Tasks and Tools (SETT) Framework go to the Partners in Assistive Technology Training and Services at:

Additional Resources:

1. Decision Making Process for Assistive Technology Evaluation
   A description of the assistive technology evaluation process used in the state of Kansas.
   
   
2. Get SETT for Successful Inclusion and Transition
   An article by Joy Zabala who developed the SETT Framework