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Assistive Technology Consideration and the AT Cycle FAQ

What exactly is assistive technology (AT)?

Think of AT as tools that help students accomplish educational tasks. Another way to think about it is tools that provide students with disabilities access to the general education curriculum.

The legal definition says: “Assistive technology means any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities.” (Federal Register, August 19, 1991, p. 41272)

As you can see, the federal definition is quite broad and there is much discussion in the field on this topic. Everyone agrees that there is a continuum of AT devices from no-tech to high- tech. Pencil grips and special lined paper are considered AT by definition, as are calculators. AlphaSmarts and computer software that provides support to students with disabilities are also considered AT. These items should be listed as AT on the student's IEP and could also be listed under Supplementary Aids and Services.

Where can I find a list of AT devices?

The definition of AT device is broad and there is no definitive list of items. However, the Classroom Strategies page has lists of "methods and materials" for various subject areas that categorizes strategies and AT devices by "no tech," "low tech," and "high tech."

What does it mean to “consider” the need for AT?

Teams are required to “consider” the need for AT at every IEP meeting. This means that the team has reviewed the student's educational needs and determined whether there is any AT that would “increase, maintain, or improve the functional capacity of children with disabilities.” This is not unlike the consideration of any appropriate educational materials or strategies that would enable a child to achieve an IEP goal or objective.

Is it enough to "consider?"

No. Once you have considered the need for AT, you need to try it out and see if it works. If it does, you'll need a plan to implement that strategy, and of course, you'll have to monitor progress and evaluate whether the student's needs change over time. These steps are sometimes referred to as the AT Cycle.

Is there a step-by-step process that teams can use to consider AT?

The SETT framework is widely considered the standard for AT consideration. Forms and further information to guide consideration and beyond are available on the AT Cycle page.

What does SETT stand for?

SETT refers to

  • S tudent abilities and needs
  • E nvironments in which the student needs help
  • T asks which are difficult for the student to accomplish
  • T ools that might be useful

It is a framework that matches the needs of the individual student to appropriate tools in targeted educational environments to accomplish targeted tasks.

Do I really need to call another meeting?

Not necessarily. Many teams have a variety of ways to collaborate with each other to discuss these kinds of issues and make instructional decisions. The SETT form (12K pdf) can help you ensure that the key points are addressed without requiring a formal meeting.

Why do a trial period?

As with all educational interventions, teachers need to know that the strategy actually provides educational benefit. In the case of assistive technology training and purchasing of new equipment is sometimes required. Teachers need to be sure the intervention is appropriate and necessary before implementing AT.

Is there something that can guide me through the process of a trial period?

HIAT uses a simple trial period form to help teams focus on a goal, identify the tool on trial, and compose specific outcomes to define success.

How do I know what options there are for a student identified as needing AT?

Teams should think about the continuum of interventions starting from the least intensive through the most intensive, in keeping with the concept of “least restrictive.” Teams should also select strategies that provide support with increased independence. For example, while verbatim reading or scribing may be the least intensive strategy, they do not necessarily provide greater independence. Checklists can help teams consider the range of possibilities and choose those that fit with the needs of the student and the educational environment.

These checklists provide a no-tech to high-tech continuum in various curricular areas:

My student has complicated needs. I need more help to make a good decision for this student.

MCPS staff can request HIAT support.

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Updated May 30, 2008 | Maintained by by Linda Wilson