https://www.joyzabala.com/_files/ugd/70c4a3_835f41dea13543e78e8cd2c457270052.pdf
Matrix - QIAT AT Consideration
Modified SETT Form
Modified SETT Form (SETC)
PACER Center AT Consideration Flow Chart
QIAT AT Consideration Guide
Quality Indicators for Consideration of AT Needs
SETC-AT-Consideration-Flow-Chart-March-2024
Zabala SETT AT Consideration Framework
Assistive Technology in the Schools: AT Consideration
Overview
Assistive technology (AT) can be a powerful tool to support students with disabilities. The consideration of assistive technology for all students with an IEP is a requirement. How can this be done with fidelity and who participates in the decision-making process? These modules will provide educators and parents with resources on how to consider assistive technology.
Introduction & Goals
Assistive technology has the potential to remove learning barriers and improve outcomes for students with disabilities across learning environments. Picture a student who has a great imagination and loves to share what they know. However, this student has dyslexia which makes reading print and expressing ideas in writing difficult. The traditional method of reading and writing is a barrier for that student but with technology supports such as text-to-speech, speech-to-text, and word prediction this student can participate in their learning and share what they know. By improving access to the curriculum and providing alternative options for expressing their learning, the student with dyslexia can now fully engage in their Free and Appropriate Public Education (FAPE)
In this module, we will explore the legal requirement of IEP teams to consider whether assistive technology devices and services are needed for a student to access curriculum and/or make progress on learning goals. Processes to assist IEP teams with AT consideration will be provided, as well as case study examples of AT consideration.
Learning Goals for this Module:
- Participants will be able to describe how IEP teams consider whether a student requires assistive technology (AT) devices and services as part of every individualized education program team meeting.
- Participants will be able to identify at least two resources to support the assistive technology(AT) consideration process within individualized education program team meetings.
Sections within this module:
- Introduction and Goals
- What, Who Where, When, and Why of Assistive Technology Consideration
- Components of the Assistive Technology Consideration Process
- Forms to Assist AT Teams with Assistive Technology Consideration Process
- Learn More about AT Consideration
- Reflections on Learning
- Resources for AT Consideration
- Feedback and Research
What is AT Consideration?
Assistive technology(AT) consideration is a brief, dynamic process in which the IEP Team determines if a student requires assistive technology devices and/or AT services to meet their IEP goals or to access the curriculum. AT consideration occurs within the IEP team meeting. IDEA does not require an AT assessment/evaluation for AT consideration to occur. IEP team members use existing data and their experiences to decide if assistive technology is required. The video below describes 7 targets to guide assistive technology consideration within the IEP and the possible outcomes of AT consideration.
Myths & Facts
MYTH: Assistive Technology (AT) should only be considered at some individualized education program (IEP) Team meetings. FACT: Each time anIEP Team develops, reviews, or revises a child’s IEP, the IEP Team must consider whether the child requires AT devices and services |
This myth and fact, as well as the following paragraph, is from the document, Myths and Facts Surrounding Assistive Devices and Services, released by the Office of Special Education Programs (OSEP) in January of 2024.
"When an IEP Team determines AT devices and services are required to enable the child to receive a free appropriate public education (FAPE), the local educational agency (LEA) is responsible for providing and maintaining the AT device and providing any necessary AT service. The IEP Team has discretion in determining the type of AT device and service that the child needs to receive meaningful educational benefit. Specifically, IEPs must include a statement of the special education and related services and supplementary aids and services, which may include AT devices and services, based on peer-reviewed research, to the extent practicable, that will allow the child to: (i) advance appropriately toward attaining the annual goals in a child’s IEP; (ii) be involved in and make progress in the general education curriculum; (iii) participate in extracurricular and other nonacademic activities; and (iv) be educated and participate with other children with disabilities and nondisabled children."
Having an understanding of assistive technology devices and services assists the team with the process of AT consideration. The Individuals with Disabilities Education Act (IDEA) describes assistive technology as “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.” This includes devices and software and encompasses no-tech, lite-tech, and high-tech options. The image below provides a sampling of assistive technology devices. Refer to the module, AT in the Schools: Introduction to Assistive Technology, for examples of assistive technology devices and services.
Myths & Facts
MYTH: Providing an AT device to a child with a disability satisfies the IDEA’s AT requirements FACT: IDEA requires IEP Teams to consider whether a child with a disability needs AT devices and services. |
"While providing a needed AT device is a critical component of meeting the IDEA’s AT requirement, AT services are important and must be considered by a child’s IEP Team because they directly assist a child with a disability in the selection, acquisition, or use of an AT device. AT services also ensure that parents and families, teachers, and related service providers receive training on how to use and implement the device as well as ensure coordination so that the AT device provided to the child can be used correctly and consistently both in school and at home. For example, if an IEP Team determines that a child needs a pencil grip as an AT device to improve the child’s grasp of a pencil, the AT service could include testing out multiple pencil grips, selecting the appropriate pencil grip, training the child’s parents and teachers on the correct way to use the pencil grip and developing strategies to support the child in using the pencil grip throughout the day." Myths and Facts Surrounding Assistive Devices and Services, released by the Office of Special Education Programs (OSEP
The Who, What, When, Where, and Why of AT Consideration
Who needs to be part of AT Consideration? | Members of the student's IEP team are involved in the consideration of whether AT devices and services are required. This includes the parents, student, general education teachers, special education teacher, specialists (OT, PT, SLP, Audiologist, etc.), and administrator. |
What is AT Consideration? | AT consideration is a discussion within the IEP team meeting to identify and document whether AT devices and AT services are required for a student who qualifies for an IEP (Individualized Education Program) or a 504 plan. The student's team considers if the student requires AT devices and services to make progress toward academic and IEP goals and/or have access to the grade-level curriculum. |
When does AT Consideration take place? | AT consideration is part of the IEP or 504 process and therefore occurs at every IEP or 504 meeting. AT consideration should also be considered when a student has changed placements or has moved to a new learning environment. AT consideration can be initiated by any IEP team member, at any time, when it is felt that a student has a learning barrier that can be removed or reduced by assistive technology. |
Where does AT Consideration happen? | AT consideration happens at every IEP or 504 plan meeting. Leading up to the meeting, team members may begin introducing assistive technology to the student and taking data on whether AT successfully removes barriers for the student, helping them progress toward learning goals and improving access to the curriculum. |
Why do we need to consider AT for students who have IEPs or 504 plans?
| By using appropriate AT devices and services, individuals with disabilities can overcome barriers to communication, mobility, learning, and employment, and achieve greater independence and inclusion in society. Federal and state laws require us to consider assistive technology as part of a student's IEP. Relevant laws include:
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Myths & Facts
MYTH: Accessible technology and AT are the same thing. FACT: Accessible technology and AT are not the same. Accessible technology is a term used to describe technology that is designed in a way to support many different users, while AT is a term that describes a piece of technology that is selected to perform a specific task for an individual child with a disability |
Accessible technology is a large category of technology that can meet the needs of many users and might have built-in features to help users individualize their experience. On the other hand, AT is intentionally selected to help a person with a disability perform a specific task, and is included on the IEP, as such. Technology can be accessible but not address the needs of a specific child with a disability, which results in the need for an AT device and service. For example, instructional software may include accessible features like proper color contrast and text size, but a child with a print disability or a child who is blind will still require a screen reader (a type of AT) to access the content. Myths and Facts Surrounding Assistive Devices and Services, released by the Office of Special Education Programs (OSEP)
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Establishing Processes for Assistive Technology Consideration
It is important for school districts to establish consistent processes for AT consideration. Consistent processes ensure that AT is considered for students with disabilities across all IEP teams. This section introduces forms to assist IEP teams with the AT consideration process.
The first two resources are decision-making flowcharts that can guide the IEP team discussion. They highlight key questions for the IEP team to ask when considering the need for assistive technology. The final two forms also lead the team through an AT consideration discussion and provide a way to document the IEP team's decision.
AT Consideration Decision-Making Flowchart (SETC)
SETC AT Consideration Process Flowchart and SETC Comparison of AT Consideration and Assessment
Pacer Center Consideration of AT Flowchart
The PACER Center's AT Consideration flowchart is a helpful tool for ensuring that the assistive technology consideration process is comprehensive, systematic, and student-centered. This tool is designed to guide the process of assistive technology consideration for students with disabilities. It is a step-by-step process that helps to identify student needs, evaluate potential solutions, and select the most appropriate assistive technology device or service.
Myths & Facts
MYTH: Specific AT decisions do not need to be included in the written IEP document FACT: IDEA requires the IEP to include a statement about a child’s special education, related services, and supplementary aids and services. |
"If AT devices and services are being made available as part of the special education, related services, or supplementary aids or services for a child with a disability, they must be included in the IEP. This ensures that the teachers and providers who are responsible for implementing the IEP are aware of the specific AT devices and services that must be provided to the child in accordance with the IEP." Myths and Facts Surrounding Assistive Devices and Services, released by the Office of Special Education Programs (OSEP)
Quality Indicators for Assistive Technology AT Consideration Guide
The Quality Indicators for Assistive Technology (QIAT) is a set of guidelines designed to help educators and other professionals make informed decisions about the selection, integration, and use of assistive technology (AT) for individuals with disabilities. The QIAT AT Consideration guide is one of the resources in the QIAT framework. It outlines a process for considering whether AT is appropriate for an individual and, if so, which type of AT would best meet their needs. The Assistive Technology Consideration Guide can be downloaded as a Word document and customized to be part of a district's Assistive Technology Procedures.
The QIAT AT Consideration Guide emphasizes the importance of a collaborative, data-driven approach to AT decision-making. By following the guide, professionals can ensure that they are selecting and implementing AT in a way that is tailored to the individual's unique needs and circumstances.
Note: In the download area of this section, you can download an accessible version of the document that is displayed below.
Student, Environment, Task, and Tools (SETT) Framework
The SETT Framework promotes collaborative decision-making during the process of consideration of AT. This framework is a decision-making process that helps schools and educators consider the assistive technology (AT) needs of students with disabilities. The SETT Framework first looks at the student's strengths, and current performance and identifies if there are barriers to learning and accessing curriculum. The IEP team also looks at the learning environment, the task to be accomplished by the student, and the tech tools that may reduce/remove the barrier to accomplishing that task.
Note: In the download area of this section, you can download an accessible version of the document that is displayed below.
Myths & Facts
MYTH: Specific AT decisions do not need to be included in the written IEP document. FACT: IDEA requires the IEP to include a statement about a child’s special education, related services, and supplementary aids and services. |
If AT devices and services are being made available as part of the special education, related services, or supplementary aids or services for a child with a disability, they must be included in the IEP. This ensures that the teachers and providers who are responsible for implementing the IEP are aware of the specific AT devices and services that must be provided to the child in accordance with the IEP. Myths and Facts Surrounding Assistive Devices and Services, released by the Office of Special Education Programs (OSEP)
Components of the SETT Framework as an AT Consideration Process
The previous section introduced forms and processes to guide IEP teams through the AT consideration process. This section dives deeper into one of those processes, the SETT Framework developed by Dr. Joy Zabala. As discussed in the previous section, the SETT stands for Student, Environment, Tasks, and Tools. This process first looks at the student's strengths, and current performance and identifies if there are barriers to learning and accessing curriculum. The IEP team then looks at the learning environment, the task to be accomplished by the student, and the tech tools that may reduce/remove the barrier to accomplishing that task.
Student, Environment, Tasks, and Tools (SETT) Framework
The SETT Framework promotes collaborative decision-making during the process of consideration of AT. This framework is a decision-making process that helps schools and educators consider the assistive technology (AT) needs of students with disabilities.
Student
This component focuses on the student's strengths, needs, performance, interests, and preferences.
Environment
This component considers the physical, social, and cultural context in which the student is learning. It includes all learning environments, such as the general education classroom, music, PE, the cafeteria, recess, extracurricular, and home environments. The environment also includes social and cultural factors that may impact the student's learning.
Tasks
This component focuses on the specific academic and functional tasks that the student needs to accomplish to progress toward learning goals and access the curriculum. The team considers the student's ability to complete tasks independently and identifies any barriers that may be present.
Tools
This component considers the technology tool features and strategies that may help the student accomplish tasks and access the curriculum to make progress toward academic goals.
Using the SETT framework, schools and educators can make informed decisions about the most appropriate assistive technology solutions for individual students. The framework helps to ensure that the technology tools and strategies that are implemented are based on a thorough understanding of the student's needs, as well as the specific tasks they need to accomplish and the environment in which they are learning.
If the team has determined what assistive technology tools are required, it is vital to also consider what assistive technology services are needed to support the implementation of those tools.
SETT in Action
To see Eric Peterson, AT Specialist, describe the SETT process using a case study, click on the link below this section titled AT Cadre Final Project Overview.
Myths & Facts
MYTH: Using AT devices and services will not improve child outcomes. FACT: Research demonstrates that use of AT devices and services improves child outcomes in all settings. |
"Research has shown that the use of AT devices and services supports children with disabilities and can lessen the impacts of a child’s disability. For example, AT may address reading challenges by providing options for accessing information and customizing the display of information. AT may also reduce writing challenges by providing options for expressing thoughts and knowledge and by supporting spelling. For children with autism, there is a growing use of socially assistive robots to assist with communication skills. For children who are blind or have low vision, there are wearable devices that incorporate computer vision to detect obstacles and allow a child to more fully participate in daily activities." Myths and Facts Surrounding Assistive Devices and Services, released by the Office of Special Education Programs (OSEP)
Learn More about AT Consideration
To explore the topic of Assistive Technology Implementation further, below you will find a selection of articles, websites and videos.
Read & Learn | Watch & Learn |
QIAT Guiding Documents - Research-based information compiled by leaders in the field of Assistive Technology in Education. Review the following sections: #6 Guiding Document for Consideration Note: A PDF will download when clicking the link. QIAT Quality Indicators for Consideration of Assistive Technology Needs AT Processes in The Schools - Website with resources The following websites are self-study modules about AT in education. IRIS Module - AT Consideration AT Internet Modules on Consideration (log in to access) | Quality Indicators for Assistive Technology - Chapter 32 AT Consideration (27-minute video provides an in-depth look at the quality indicators for AT Implementation.) Consideration of Assistive Technology - a 1-hour presentation providing an overview of essentials with considering AT in the IEP. Learn about the 4 step model used in Texas and based on the QIAT consideration indicator. Considering the Need for Assistive Technology in the IEP - a 12-minute video by Oklahoma ABLE Tech about AT consideration including IEP team questions to ask in the AT consideration process. |
Myths & Facts
MYTH: The use of AT devices lowers a child’s motivation because it does the work for them. FACT: Research shows that AT increases a child’s motivation to complete assignments. |
"In addition to being a requirement to make AT devices and services available for children with disabilities as needed to provide FAPE, a review of research shows that AT devices and services for children with specific learning disabilities keep them engaged in schoolwork. Specifically, children with disabilities reported that being able to listen to text through their AT devices while also reading assisted in comprehension and completion of assignments. Further, a survey of teachers and parents using a rating scale of 1 to 7 found AT either “very important” or “extremely important” in their child’s ability to complete learning tasks successfully during the pandemic.." Myths and Facts Surrounding Assistive Devices and Services, released by the Office of Special Education Programs (OSEP)
Reflections on Learning
Reflection questions
1. How has your understanding of the consideration process changed your perceptions of assistive technology tools in general?
2. What does a team approach bring to the consideration process?
3. Should cultural considerations (including school/classroom culture) be taken into account when recommending and implementing assistive technology?
Apply your learning to your instructional practice. Where are you on the continuum?
| Knowledge level 1 | Understanding | Application |
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Resources for AT Consideration
PACER Center Resources
Pacer Center Consideration of AT Flowchart
Pacer Center Developing Guiding Documents for Consideration of Assistive Technology (AT)
Quality Indicators for Assistive Technology Resources
The QIAT (Quality Indicators for Assistive Technology) group of AT professionals has provided guiding documents and forms to assist teams with the AT Process. They have several documents and forms for consideration which can be found at the following links.
#6 Guiding Document for Consideration
#4 AT Consideration Guide
Quality Indicators for Consideration of Assistive Technology Needs
SETT Resources
Research & Glossary
Research Articles
Jones, & Hinesmon-Matthews, L. J. (2014). Effective Assistive Technology Consideration and Implications for Diverse Students. Computers in the Schools, 31(3), 220–232. https://doi.org/10.1080/07380569.2014.932682
Lahm, E. A., & Sizemore, L. (2001). Factors that Influence Assistive Technology Decision Making. Journal of Special Education Technology, 17(1), 15–26. https://doi.org/10.1177/016264340201700102
Marino, M. T., Marino, E. C., & Shaw, S. F. (2006). Making Informed Assistive Technology Decisions for Students with High Incidence Disabilities. Teaching Exceptional Children, 38(6), 18–25. https://doi.org/10.1177/004005990603800603
Peterson-Karlan, & Parette, H. P. (2007). Evidence-Based Practice and the Consideration of Assistive Technology: Effectiveness and Outcomes. Assistive Technology Outcomes and Benefits, 4(1), 130–139.
Watts, O’Brian, M., & Wojcik, B. W. (2003). Four Models of Assistive Technology Consideration: How Do They Compare to Recommended Educational Assessment Practices? Journal of Special Education Technology, 19(1), 43–56. https://doi.org/10.1177/016264340401900104
Wissick, C. A., & Gardner, J. E. (2008). Conducting Assessments in Technology Needs: From Assessment to Implementation. Assessment for Effective Intervention, 33(2), 78–93. https://doi.org/10.1177/1534508407311427
Glossary of Terms:
Assistive Technology Devices(AT) - 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 infants, toddlers, or children with disabilities.
Assistive Technology(AT) Services - Any service that directly assists an infant, toddler, or child with a disability in the selection, acquisition or use of the AT device.
Assistive Technology (AT) Consideration - The process of considering whether a student requires AT to make progress toward academic and IEP goals, as well as have access to core grade-level curriculum
Educational Barriers - Characteristics of curriculum, the learning environment, or instruction that make it inaccessible to students.
AT in the Schools Modules