Assessing Student's Needs for Assistive Technology (ASNAT)

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Chapter 9 – Documenting Assistive Technology into the IEP Example: Stephanie is in the third grade. She has cerebral palsy, which makes it difficult for her to walk long distances. It is so fatiguing that she does not recover from the exertion for 30 to 45 minutes and is not able to concentrate on school activities if long walks are required. She is able to walk short distances with no ill effects if enough time is provided. Related Services Frequency Duration Location Other: (Specify): Walker daily during lunch entire school year classroom/lunchroom It is the specificity of frequency, duration, and location that may account for the fact that parents frequently request that the assistive technology being provided be documented as a Related Service. However, the provision of AT is equally binding when it is described under Supplementary Aids and Services or in the Short Term Objectives. Note: IDEA does not automatically require that an IEP include separate annual goals and short term objectives for related services. For example, while typically there are not goals for things like transportation, there could be if the student is learning to access public transportation to get to a work site during transition. The determination of whether annual goals and short term objectives are needed is contingent upon the related services. If the related services includes the learning of new skills which are not already part of, or incorporated in, an existing annual goal or short term objective, and some type of instruction is being provided, then there would need to be goals and objectives in addition to the statement under Related Services. AT as Supplementary Aids and Services Supplementary Aids and Services are those aids, services, and other supports which are provided to enhance or allow the student’s placement in the least restrictive environment (LRE), especially when LRE is the regular education classroom. Assistive Technology may be a Supplementary Aid or Service. Assistive technology is most logically included in the IEP as a Supplementary Aid when it provides more independence and requires little instruction in order to be used effectively. Items such as portable word processors, talking spell checkers, and other small, portable devices are often included under Supplementary Aids and Services. Example: Jacob is in kindergarten. He likes to do the coloring and writing activities with the other children. He has difficulty with these activities because he is subject to the symmetric tonic neck reflex (STNR) which causes him to round his shoulders and flex his arms whenever he bends his head down to look at the paper. It is very fatiguing for him to look down and back up at the teacher. It is important to Jacob to participate in the same way as the rest of the students. Supplementary Aids & Services Frequency Duration Location Yes No Slant top table for all writing, daily entire school year kindergarten and coloring, drawing, and painting art room activities Example: Carl uses his personal hearing aid to good advantage in quiet environments. However, he is confused when the background noise is elevated, as often occurs in active classroom situations and large Assessing Students’ Needs for Assistive Technology (2004) 238
Chapter 9 – Documenting Assistive Technology into the IEP group activities. He has therefore not been able to effectively participate in many important school activities. Supplementary Aids & Services Frequency Duration Location Yes No FM classroom amplification daily entire school year 5th grade classroom system to assist with auditory discrimination Assessing Students’ Needs for Assistive Technology (2004) 239
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Assessing Students’ Needs for Ass
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Table of Contents Chapter One Assis
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Table of Contents Chapter 8 Assisti
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Chapter 1 - Assistive Technology As
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Notes: Chapter 1 - Assistive Techno
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Chapter 2 - Computer Access A CONTI
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Chapter 2 - Computer Access • Wor
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Chapter 2 - Computer Access • Mou
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Chapter 2 - Computer Access ♦ The
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Chapter 2 - Computer Access Freewar
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Chapter 2 - Computer Access Notes:
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Chapter 3 - Assistive Technology fo
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Page 194 and 195: Chapter 7 - Assistive Technology fo
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Page 272 and 273: Assistive Technology Vendor Table C
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Page 276 and 277: Assistive Technology Vendor Table N
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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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