Introduction Technology services, devices, and resources provide solutions to once menial tasks that took lots of time to plan and perform. Educationally, technology devices, tools, and resources enhance the learning experience and provide access to the curriculum for all students. Assistive technology services and devices support the needs of differently-abled learners. Since adopted into federal law, assistive technology helped student with diverse learning needs access the general education curriculum and participate more in instructional and non-academic opportunities with non-disabled peers. The Technology-Related Assistance for Individuals Act of 1988 defines assistive technology as devices and services.
As cited in Yell (2016) …the …show more content…
This manual outlines assistive technology as it relates to the law, the assistive technology process, and its relationship to other educational initiatives. Wojcik & Douglas (2012), suggest the selection and acquisition of assistive technology is a team effort that includes “…reviewing existing information about a student, potentially collection additional information about a student, deciding whether or not a student needs AT, and ultimately if a student does need AT, identifying the AT needed to receive FAPE [Free Appropriate Public Education]. The onus for AT consideration falls upon the entire IEP team and is not relegated to an individual or on outside evaluator” (p. 17). District 299 Chicago Public Schools, further outlines these components in its “Assistive Technology Resource Center Policies and Procedures” manual. This manual suggests best practices for the consideration of assistive technology separated into two categories. The first category, evaluation, includes the Assistive Technology Continuum and SETT (Student, Environment, Task, Tool) framework. The implementation category consists of multimodal communication and the Universal Design for Learning (Office of Diverse Learners, 2015 p.5). While each component equally contributes to meet the consideration needs of students, this paper further explores the SETT Framework relative to assistive …show more content…
Once assistive technology has been considered, the next step is the evaluation process. During this process, the IEP team considers four components before recommending devices and services relevant to supporting the functional needs of the student. The first area of consideration is the student. Teachers, parents, and related service providers compile data, such as progress monitoring, progress notes, anecdotal records, and other information to determine if the student benefits from an assistive technology device or service. Joy Smiley Zabala (2005) suggests four small questions teams need to ask, “What is the functional area(s) of concern? (What does the student need to be able to do that is difficult or impossible to do independently at this time?) What are the student’s special needs that contribute to these concerns? What are the student’s current abilities related to these concerns? What are the student’s interests? (p.1)” Once the IEP team attains the answers to these questions, it is time to consider the next
As cited in Yell (2016) …the …show more content…
This manual outlines assistive technology as it relates to the law, the assistive technology process, and its relationship to other educational initiatives. Wojcik & Douglas (2012), suggest the selection and acquisition of assistive technology is a team effort that includes “…reviewing existing information about a student, potentially collection additional information about a student, deciding whether or not a student needs AT, and ultimately if a student does need AT, identifying the AT needed to receive FAPE [Free Appropriate Public Education]. The onus for AT consideration falls upon the entire IEP team and is not relegated to an individual or on outside evaluator” (p. 17). District 299 Chicago Public Schools, further outlines these components in its “Assistive Technology Resource Center Policies and Procedures” manual. This manual suggests best practices for the consideration of assistive technology separated into two categories. The first category, evaluation, includes the Assistive Technology Continuum and SETT (Student, Environment, Task, Tool) framework. The implementation category consists of multimodal communication and the Universal Design for Learning (Office of Diverse Learners, 2015 p.5). While each component equally contributes to meet the consideration needs of students, this paper further explores the SETT Framework relative to assistive …show more content…
Once assistive technology has been considered, the next step is the evaluation process. During this process, the IEP team considers four components before recommending devices and services relevant to supporting the functional needs of the student. The first area of consideration is the student. Teachers, parents, and related service providers compile data, such as progress monitoring, progress notes, anecdotal records, and other information to determine if the student benefits from an assistive technology device or service. Joy Smiley Zabala (2005) suggests four small questions teams need to ask, “What is the functional area(s) of concern? (What does the student need to be able to do that is difficult or impossible to do independently at this time?) What are the student’s special needs that contribute to these concerns? What are the student’s current abilities related to these concerns? What are the student’s interests? (p.1)” Once the IEP team attains the answers to these questions, it is time to consider the next