Assistive Technology Consideration
Assistive Technology Consideration GuideStudent: Belle GreyGrade: 5School: Port of Call Elementary School FORMTEXT Date: 10/15/2017Participants: Ms. Johns (Parent), Miss Sheets (General Education Teacher), Mrs. Monerey (Title 1 Teacher), Mrs. Carle (Sped Teacher, Mr. Dean (Administrator) Part I - Does the student have IEP goals that require/may require assistive technology solutions in any of these instructional areas? Check each relevant instructional area.X WritingX Spelling X Reading FORMCHECKBOX Math FORMCHECKBOX Study/Organizational Skills FORMCHECKBOX Listening FORMCHECKBOX Oral Communication FORMCHECKBOX Activities of Daily Living FORMCHECKBOX Recreation, Leisure and Adaptive Play FORMCHECKBOX Positioning, Seating, and MobilityX Computer Access FORMCHECKBOX Environmental Controls FORMCHECKBOX Other:Was one or more area identified? FORMCHECKBOX No – There were no areas identified. - Consideration is completeX Yes - Areas were identified - Go to Part IIPart II - Accessible Instructional MaterialsDoes the student benefit from accessible versions of printed educational materials?X Yes FORMCHECKBOX NoDoes the student benefit from alternate reading supportsX Yes FORMCHECKBOX No(e.g., read aloud, text-to-speech, large print, braille, accessible text)?If the team answered yes to either question, the student may benefit from accessible instructional material (AIM).??The student may access AIM-VA materials after?a division-appointed competent authority confirms the student as having a?Print Disability?due to one of the following: Low Vision/Blindness, Physical Disabilities, or other Disabilities.Superintendent’s Memo #055-18Go to Part IIIPart III – Complete the following chart for each area identified above.Instructional area and/or task that is difficult for the studentBriefly list strategies, accommodations, or assistive technology currently being used in general education, special education, community, work, and home settings.Reading: applying word analysis skills when readingVerbal contextual analysis: reading aloud by others, gives clues, basic word identification strategies: say the stem of the word and dictionary useWriting: writing a short paragraph of 2-3 sentences on topicSentence starters, word bank, extra timeSpelling: spelling of high frequency sight wordsPersonal dictionary, word bank, reduced number of spelling wordsIs the student able to complete tasks at his/her ability with any special strategies, accommodations or assistive technology already being used? FORMCHECKBOX Yes – Current strategies are adequate and documented in student’s IEP. Consideration is complete.X No – There have been changes in the student’s functional or academic performance, or current strategies are NOT adequate and could require new assistive technology or a change in current AT (devices or services) provided – Go to Part IVPart IV – Complete the following section.Describe AT devices or services to be tried or modifiedResponsible person(s)/provider(s)Trials completed by when:Reading: access to digitally formatted textbooks and booksMrs. Carle, Sped Teacher12/15/17Writing: word prediction with auditory scanning, graphic organizer softwareMrs. Sheets, General Ed. Teacher12/15/17Complete this section following trial(s):Was trial(s) successful? (Yes/No) Describe action(s) to be takenResponsible person(s)/providers(s)By when:Reading: Yes, student was able to access digital text; training for the family and teachers needs to be completed- documented in the IEPMrs. Carl, Sped TeacherEnd of the grading periodWriting: student could not use graphic organizers NEW TRIAL for Writing: Using speech to text apps and softwareYes, word prediction software/app was successful and documented in the IEPMrs. Sheets, General Ed. TeacherAll TeachersEnd of the grading periodAll assistive technology (devices and services), including trials, needs to be documented. ................
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