The following is a general framework of the Assistive Technology evaluation process. Of the ten
identified areas of Assistive Technology the AT department supports teams in designing evaluations in the areas of
augmentative communication, computer access, environmental control, and written expression/alternative writing.
Based on the student's specific area of need, the evaluation procedures may vary.
The student must have an IEP. The student should have IEP goals addressing the area of need. These could include
written expression, communication.
Other areas addressed would be tools to assist the student in participating in the classroom curriculum.
The school team calls the Assistive Technology Consultant assigned to their school and schedules a meeting to
discuss the use of Assistive Technology based on the student's needs.
The school team meets with the AT consultant to determine the student's level of function and formulate a
plan of what strategies or devices that may be appropriate for the student. Based on this information the team
chooses and implements a trial device, software or strategy. A data collection plan is established (to include
settings, who will collect data, frequency, format and parameters).
School team reconvenes to discuss data and determine the need for more evaluation or that the device is appropriate
for the student.
Prior Written Notice: Once the team decides to begin the assessment of a particular device, notify the parents using
School team members establish and implement a data collection plan. Data should:
- be collected across settings or academic curricula areas
- denote success of the device/strategy
- indicate student competency and
- and include student and team member feedback
School team meets with parents and discusses the outcome of the evaluation. Amend the IEP as needed.