Assistive Technology Process
The following frameworks have provided a clear focus for the use of AT with students with disabilities:
- SETT Framework: By first sharing information about the student’s characteristics, his/her learning environments and the specific tasks he/she needs to accomplish, the IEP team can then identify AT solutions and curricular strategies. http://www.joyzabala.com/documents.html
- QIAT Matrix: A set of widely-applicable Quality Indicators for Assistive Technology Services in school settings helps to guide us towards improved AT practices district-wide. www.qiat.org
- The Wisconsin Assistive Technology Initiative (WATI) is a statewide project funded by the Wisconsin Department of Public Instruction to help all school districts develop or improve their assistive technology services. The WATI forms and procedures are widely used to address AT Assessment. http://www.wati.org/
- Individuals with Disabilities Education Act http://www.ed.gov/offices/OSERS/Policy/IDEA/the_law.html
- A student's IEP team considers whether each student with a disability requires Assistive Technology as part of the initial or annual review process. The student's school team may complete an Assistive Technology Consideration/Screening Form **. The AT Resource Guide** may be used as a reference tool to help identify possible AT tools and options. The AT Consideration/Screening Form is based on the student's individual academic curriculum and specific instructional tasks. Baseline information, current levels of functioning and modifications and accommodations currently in place are documented.
- The Assistive Technology Consideration/Screening Form** is then shared at the school's CSE (Committee on Special Education) meeting and signed by the CSE members. Possible outcomes include:
- No Assistive technology is required.
- Possible AT tools identified for trial. AT trial log with baseline data initiated.
- Additional assistance required (contact WCSD AT team)
3. Assistive Technology Trials are documented on the AT trial log** and include beginning and ending dates, IEP objectives addressed, measurable criteria, and final recommendations. The AT trial results are shared at the CSE. If the AT trial is successful and the AT tool is required for a student to achieve IEP goals, and/or access the curriculum, the IEP would be amended to reflect the features of the AT tool needed. If the AT trial is not successful, another AT trial may be initiated or it may be determined that no AT is required.
4. Additional Assistance: If additional assistance is needed or a more indepth AT evaluation required, the school CSE may contact the District AT team.