AT IEP Language Guide
Step One: Identify if the Assistive Technology Tool is:
Considerations of Special Factors
Assistive technology devices and/or services.
You can refer to Assistive technology Examples for examples of high and low tech items.
Must be discussed at every meeting
No:
If they benefit from it sometimes, it is a classroom visual support:
(Date) (STUDENT) can complete the required instructional tasks and can access the school environment using standard classroom adaptations and the accommodations/modifications that are in place. Based on the student’s present levels of academic and functional performance, (STUDENT) does not need AT services to receive FAPE.
***Please note that the above statement is updated as of 2020. The information previously identified (including the ISBE link and phone number) is located on the Notification of Conference.
Suggestions for the accommodation list are at the bottom of this document.
YES:
A tool Assigned to the Student (AT Consideration of Special Features). What goes in the AT box:
Student requires as an individual piece of AT
If the student requires this to have successful communication, this is assigned to them.
Consider if a tool is something that the student will need one day, when not in their current classroom set up (e.g. if they move out of the district, will they still need that tool).
Statement is individualized
Statements for high tech assistive technology should be generated with help from the AT department.
These should include low-tech items too.
Ex: Highlighters to track, magnifying glass, large print, calculator, pencil grips, special lined paper, graph paper for math solving, visual schedules, visual command cards, fidgets etc.
Any AT devices and/or services listed here must also be added to the Accommodations section so that they are printed out on the IEP Summary.
