Assistive Technology in the IEP
Assistive technology is generally considered to be an accommodation and can be included in several places in the IEP.
In Section "Consideration of Special Factors; Does the student need Assistive Technology devices or services?" The “Yes” box can be checked, and a description of the specific assistive technology can be given after the prompt “If yes, please specify.” When describing assistive technology, avoid brand names. Naming a particular device or software program only locks a student in to using that specific product, which may become obsolete or may not be appropriate in a given situation. Flexibility in the IEP allows the student’s team to find and use the most appropriate tool for each task. Rather, describe the necessary assistive technology and the function it performs. For example:
In the Section “Consideration of Special Factors, Does the Student have Unique Communication Needs?” the “Yes” box could be checked in certain specific circumstances described in this recent CDE Document Please refer to that document, and consult with your school team Speech-Language Pathologist for details and additional information.
In the Section “Annual Goals and/or Objectives,” the assistive technology can be included as a part of the goal or objective—not as the main focus of the goal, but as a TOOL to accomplish that goal. Focus on the desired outcome--what does the student need to do? “The student will [read, write, speak, etc.]...” Describe in detail the criteria/evaluation and necessary accommodation. Use of equipment/devices as accommodations or levels of assistance can be included in goals and objectives in much the same way as assistance by an adult would be described. Here are some specific examples: