general/special education through the Student Study Team (SST)/IEP processes (e.g., calculators, tape recorder, pencil grip, and larger pencils). 2. High-Tech : Supports students who may need more specialized equipment and support services beyond basic assistive technology, often students with low-incidence and/or significant/severe disabilities, which requires more in-depth assessment (e.g., closed circuit television [CCTV], FM systems, augmentative communication devices, sound field systems, alternative computer access, and specialized software). Process for considering whether the child requires assistive technology and services Assistive technology is as much a process as a product. Assistive technology is a tool for access (e.g., school environment, core curriculum) and for independence (e.g., communication, mobility) and will therefore change as the needs of the student change and as technology continues to change. The need for assistive technology should therefore be an integral part of a comprehensive assessment for students with disabilities in all areas related to their disabilities, as appropriate, for each student and must be considered by the IEP team, based upon the student’s assessed needs and strengths. It is important to use a collaborative school-based team approach in education settings for assessment, planning, and provision of needed assistive technology, which includes individuals who are knowledgeable about the student’s disability needs and strengths in the area of assistive technology. The Wisconsin Assistive Technology Initiative (WATI) developed a “checklist” of additional examples of assistive technology which may be needed by students. It is also important to consider and use the technology purchased with state and federal technology funds for all students (e.g., computers, basic software), and to request funding for students with disabilities who do not have access to the technology purchased with these funds.
Chapter 5 – Supports and Services, Desert/Mountain SELPA As of 10/18/19 D/M SELPA Steering Committee Approval
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