IEPS and Assistive Technology

Assistive technology provides students with disabilities with great benefits. Children without technology may experience a great deal of frustration. In order to provide a student with technology, needs must be determined and a process must take place.

Once a student has been assessed and the goals established a team meeting is called in order to develop an effective IEP.  Although there is no clear-cut way to decide what is needed, discussions take place about the goals and what assistive technology is needed in order to reach them. It is important for the team to be knowledgeable about the range of assistive technology options available for the student.  Because these assessments differ from state to state and district to district guidelines for considering assistive technology have been developed by the QIAT Consortium. The IEP must document that assistive technology is being used and for what reason. If it is determined that a student no longer needs assistive technology the reason must be documented also.                                                        


Reference: http://www.edtechpolicy.org/QIATMATRICES6.pdf