Note
In The Five-Step AT Consideration Process: Steps 1 and 2 look at the student, Steps 3 and 4 look at the environment and identify tasks, and Step 5 determines the need for tools.
An IEP team should use the Five-Step Consideration Process to guide its thinking about a student's needs and possible solutions to improve progress in the general education curriculum. Thinking specifically about the student's present level of performance, goals linked to the curriculum, and required tasks for goal achievement will lead you to better selection and implementation of AT. Keep in mind that if the student can succeed without a particular AT tool or service, then he or she does not need them.
Five-Step AT Consideration Process
Step 1: Review student's present level of academic achievement and functional performance
Step 2: Review student's IEP goals and objectives
Step 3: Identify tasks to accomplish IEP goals across environments
Step 4: Determine student's functional capability to perform tasks across environments
Step 5: Identify appropriate supports and services, including AT
After completing Step 1 and Step 2, the Consider AT Plan helps you make decisions about assistive technology needs.
Now, you're closer to the answer of what will help the student succeed. Possible answers from this process include:
- AT is not required.
- AT is required and specific devices are known.
- AT is required, but trials with different devices are needed to make a final decision.
- More information is needed.
If AT is required and the specific AT tools are clearly known either from past use or trial use, you may:
- Describe the features of the AT because a specific device is not known or because it's a simple tool requiring minimal training and brand makes little difference.
- Recommend a specific device if the student has used it successfully and received extensive training that is unique to the brand of the device.
