8. AT Consideration
Section 300.324(a)(2)(v) of the IDEA 2004
regulations states that IEP teams must
“consider whether the child needs AT
devices and services” when developing a
student’s IEP
9. AT Consideration
The AT consideration is a purposeful
process that involves
◦ collaborative decision making,
◦ reviewing existing information about a student,
◦ potentially collecting additional information
about a student,
◦ deciding whether or not a student needs
AT, and,
◦ ultimately, if a student does need AT, identifying
the AT needed for a student to receive a FAPE.
10. AT Consideration
The onus for AT consideration falls upon
the entire IEP team and is not relegated to
an individual or an outside evaluator
11. Device or Service
Defined by Public Law 100-407 of IDEA
◦ AT Device is 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 functional capabilities of
individuals with disabilities
12. Device or Service
Defined by Public Law 100-407 of IDEA
◦ AT Service means any service that directly assists an
individual with a disability in the
selection, acquisition, or use of an AT device.
13.
14. Student (Person) – Information specifically related to the
student
Environment – Information related to anything or anyone
around the student in places where the technology is
expected to be used
Task – Information about what exactly happens in the
environment – educational tasks the student needs to
complete
Tool – Information about what types of tools could be used
to address the students’ needs, in the environment for a
specific task 14
15. Promotes team building for consensus
Provides for the collection of data
As environments and tasks are explored, links
between assessment and intervention become
strong and clear
Identify roles and responsibilities of team
members
Implementation of technology
An array of technology options (no, low & high)
QIAT (Quality indicators in Assistive Technology)
15
17. AT Consideration
AT Evaluation
AT Consideration AT Evaluation
Brief discussion
that determines
need for AT
Should consider
existing data about
the individual and
determine if more
data is needed
Process for
collecting additional
data about an
individual
May involve:
◦ Task Demand
Analysis
◦ Feature Match
Analysis
◦ Tool Demand
Analysis
24. Reading Difficulties
Read slowly and deliberately with no
or little fluency
Appears to read and re-read very
slowly, when reading silently and
orally
Substitute, omit, and/or transpose
letters, words, syllables, and phrases
Lose place on page
Have poor comprehension of written
materials
25. What do I ask? Reading
Define Tasks
Identify Strengths
Identify Strategies already
tried
How does the student tackle
reading now?
What tools do we think
can help?
36. Readily Available Content
(e.g., public domain e-text
and audio e-text
equivalents, Public
Library Audio Books)
Commercially Available
Content (e.g.,
Audible.com, Recorded
Books, ITunes Music
Store, Amazon, etc.)
37. Learning Ally
(Formerly Recordings
for the Blind and
Dyslexic)
◦ Collection Holdings: Textbooks,
Periodicals, Tradebooks
◦ File Formats Available: .wma,
DAISY
◦ Cost to Access: Yes, but
depends
38. AIM - Auditory Text
Recordings for the Blind
and Dyslexic
◦ Now called “Learning Ally”
Audible.com
Speakonia (www.speakonia.com)
39. Bookshare.org
◦ Collection Holdings: Textbooks,
Periodicals, Tradebooks
◦ File Formats Available: .brf, DAISY
◦ Cost to Access: No (for qualifying K-
12 Students), Yes (for others)
42. Does the student require
accessible, alternate format
versions of printed textbooks
and printed core materials? Has
this need been documented in
the student’s 504 plan or IEP?
Is the material copyrighted?
Does the student certified by a
competent authority as having a
print disability?
Does the student have either a
504 plan or an IEP?
50. Free Text Readers
• WordTalk (wordtalk.org.uk)
•Free; only works in MS Word
• ReadPlease (readplease.com)
•Free; must select text with mouse,
copy and paste into ReadPlease’s
window
52. Research shows that TTS…
Promotes access to text for wide
reading
Contributes to word recognition
Provides a multisensory experience
(hearing, seeing, sub vocalizing)
Can be used to recreate the practice
of repeated readings (best with
recorded speech)
Hands on activity – explore everyday tech devices within the room. Share your device with others – explain some of the built in accessibility features that you felt were important.Complete the Google Doc on the WIKI page. We will go over these as we move through presentation
Hands on activity – explore everyday tech devices within the room. Share your device with others – explain some of the built in accessibility features that you felt were important.Complete the Google Doc on the WIKI page. We will go over these as we move through presentation
