Procedure – Category 5000 (Students)
AR 5005.6 – Documenting Assistive Technology (AT) in the IEP
Mary exhibits a severe deficit with expressive communication. She communicates with peers and adults within her environment utilizing a voice output augmentative communication device. She uses the AAC device in all educational settings programmed with appropriate vocabulary for each setting. Due to John’s vision impairment, all instructional materials such as textbooks, worksheets, and written tests requires enlargement through the use of a photocopier or closed-circuit television system.
4.0
Special Education
When assistive technology devices and/or services are provided as part of a child’s special education, documentation is found in the annual goals. When developing annual goals, the IEP team determines whether or not the child needs assistive technology in order to accomplish them. First, the goals are developed and then the need for assistive technology is addressed. In most cases, assistive technology is not the goal; rather, it is the means to achieving the goal. If IEP teams always relate the use of the technology to a functional outcome, teams will avoid the mistake of focusing on the equipment as an end in itself rather than a means to an end.
Options to Consider:
• The general goal format is: Using (AT solution), child will (curriculum standard) with ___% accuracy ___ / ___ times.
• Using an electronic dictionary/thesaurus, child will explain frequently used synonyms, antonyms, and homographs with ___% accuracy ___/___ times.
• Using electronic text, word (or talking word) processing/word prediction
programs, child will read selected text and write a summary of selected readings containing the main idea and essential details with ___% accuracy ___/___ times.
5.0
Related Services
When assistive technology is provided as a part of a related service, it is documented in the IEP form under related services. Documentation must include the anticipated amount of time and frequency of the service. If assistive technology is listed in the IEP related services section, it is important to remember that additional information may need to be added in other sections of the IEP to clarify the types of technology that will be used, the environments and tasks in which the technology will be used, and the staff responsible for supporting the use of the technology.
The following are examples of how IEP teams might address assistive technology in the DMSELPA form DM 68H:
AR 5005.6 – Documenting Assistive Technology (AT) in the IEP
Page 5
Desert Mountain Special Education Local Plan Area (DMSELPA) (rev. 09/17)
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