Assessing Student's Needs for Assistive Technology (ASNAT)

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Chapter 1 - Assistive Technology Assessment Assistive Technology Roles and Responsibilities Although school districts have been required since 1990 to specifically provide assistive technology devices and services, we continue to find a range of situations across school districts from: • No one responsible for AT • One person responsible for AT struggling to find time because he or she has little or no reduction in other responsibilities • One person responsible for AT with some reduction in other responsibilities • A small team (often an SLP, an OT, and a teacher) at the district level responsible for AT with some reduction in other responsibilities. • A larger, more complete team (usually adds vision and hearing as well at PT and some times different types of special education teachers) at district level with some building representation established. • Well trained AT teams in each building with back up from a district level AT Resource team. Looking at that list as a continuum, it is easy to understand that educators would struggle to comply with the law in those situations described first. It is nearly impossible to be in compliance in school districts where little or no effort has been made to assign responsibility, honor that responsibility by providing time to carry out duties, and providing training to all who require it. However, even in the districts where effort has been made to assign responsibility and provide training, there can still be difficulties. What we really must have in every school district is: A knowledgeable, supportive network of people working together to help every IEP Team choose and provide appropriate AT devices and services. What does that mean? It means: 1. Every school district employee who works with children with disabilities (including general education teachers) has at least awareness level knowledge about what assistive technology is and what it does. 2. Every employee who works with children with disabilities and has contact with parents of those children, knows the law about assistive technology, knows district procedures for obtaining assistive technology and assistive technology evaluations, and how to initiate those procedures. 3. All administrators understand and comply with the laws related to assistive technology. 4. Specific individuals at both the building and district level have been designated with specific responsibilities related to assistive technology and provided the necessary training, resources, and support to carry out those responsibilities. Assessing Students’ Needs for Assistive Technology (2004) 4
Chapter 1 - Assistive Technology Assessment Even in a small school district, it is possible to identify and train at least one individual in each building to have basic knowledge about assistive technology. That individual can then participate in a network within the district so that he or she is aware of others who have knowledge. It also allows that network of people to collaborate to insure that someone develops greater expertise in specific areas (e.g. augmentative communication, voice recognition, or adapted computer access) and that all know who those individuals are and how to contact them for assistance. Because IDEA ’97 specifically requires each IEP Team to consider the student’s need for assistive technology, each IEP Team must have at least one member with sufficient knowledge to appropriately consider that need. In addition to knowing about the assistive technology devices, that individual must also know where to turn for greater expertise when difficult questions arise. This can only happen when there is a district wide effort to create knowledgeable people who are interconnected with each other. Action Steps School districts that have not yet done so, must: 1. Provide awareness level training to all employees who work with children with disabilities in any capacity. 2. Provide training on the law to all administrators and monitor their compliance. 3. Designate individuals at the central office and building level to work together to gain more in-depth knowledge. 4. Provide resources to keep them knowledgeable including catalogs, print materials, equipment and software to use, training opportunities, and access to on line resources. 5. Designate specific responsibilities as needed so that everyone clearly understands their role. It is not so important that a district follow a certain model, but rather that they undertake a systematic course of action, designed to meet the needs of their students with disabilities. Assessing Students’ Needs for Assistive Technology (2004) 5
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Chapter 9 - Documenting Assistive T
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Chapter 10 - Funding Assistive Tech
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Assistive Technology Vendor Table C
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Assistive Technology Vendor Table M
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Assistive Technology Vendor Table N
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Assistive Technology Vendor Table C
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Assistive Technology Vendor Table V
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Appendix Additional Vendors: Assess
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WATI Product Catalog WATI PRODUCT C
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WATI Product Catalog Assistive Tech
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WATI Product Catalog School Profile
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WATI Product Catalog Wisconsin Assi
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Assistive Technology Assessment For
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Assessing Student's Needs for Assistive Technology (ASNAT)

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