Why Request an Assistive Technology Assessment?

School districts typically do not do an assistive technology assessment (often referred to as an “AT assessment”) without a parent first requesting the same. This is true even though an assistive technology assessment is a fantastic instrument for allowing the student better access to his education and is a very helpful step in reducing school-related stress and anxiety for students who need support.

Assistive technology can help to facilitate a child’s access to educational materials and better enable him to demonstrate and communicate his understanding of such educational materials. There are so many assistive technology devices and tools available, from low-tech options that are easy for everyone to implement across the school environment, to more involved technologies that require IEP goals and service minutes for training and support of the child and his teachers by an assistive technology specialist.

Typically, the assistive technology assessment will help to discover the apps and programs that work best for the child being assessed. You may think that a certain technology will be helpful for a child but, since there are so many options to choose from, an assistive technology assessment tells us what technologies are best for the child and appeal to that child the most.

For instance, you can find out whether the child will better access his education with a computer or iPad with him in the classroom at all times. You will find out if he works more efficiently typing or dictating his work, whether digital graph paper will be helpful, what text-to-speech technology is preferred when worksheets handed out in class are involved, and so on. You might learn if the child would benefit from a specific calendar and organizer application or has a preferred graphic organizer or computer background that limits distractions. We are just touching the basics here but are trying to make it clear that not all technology is the same. For instance, one graphic organizer may not work for your child while another has a tremendous beneficial impact.

So, if you have not done so already, we suggest you email the point person for your son’s IEP and request an "assistive technology assessment." After the assessment is done, the resulting report can be reviewed and certain technology can be determined appropriate by the IEP team. We like to ensure all of the agreed-upon technology is included in the IEP accommodations section or elsewhere in the IEP, along with related IEP goals and training in the service minutes if necessary (unless of course the child and his teachers are already adept at using the program).

We have heard it said at IEP meetings that IEP goals relating to assistive technology are not necessary, but without such goals there is less incentive for the child and teacher to fully implement the technology. So, we suggest the IEP team develop IEP goals on the use of such technology. Based on our experience, it is likely the parent will have to request the same. Since goals drive services, we suggest the parent also request that service minutes be included in the IEP for training for the child in the identified technologies, as well as training for the special education and classroom teachers who will work with him when using these technologies. Parents can even join in the training sessions. In addition, the parent may want to request that such training be performed by the assistive technology specialist who evaluated the child. Without such support, we have found that the child's teachers often may not know much about the technology and certainly not enough to get the child where he needs to improve his access to education, demonstrate his understanding of material and reduce school-related stress and anxiety.

Assistive technology is only as powerful as the user’s understanding. So, by including assistive technology goals and service minutes in the IEP, you can ensure the child and his teachers have a proper understanding of how to use the technology to the fullest. Only then will the student be able to maximize the use of the technology to eliminate barriers to his education. Since new tools and types of technology are continuously emerging and students' needs change as they age and with each classroom, as do their educational demands, we believe these assessments should be done no less than every three years and sometimes more, especially as the child move into middle school and high school, where the demands and expectations on the child change quite drastically.