Matthew Press press_m01@firn.edu
Created 4/7/05 Updated 4/28/05

Note: Permission granted to download this document for educational purposes if credit is maintained. ATEN of Florida (800) 328-3678. http://www.aten.scps.k12.fl.us

This document is a guide to the assistive technology consideration process. This guide was developed as a quick reference of available consideration tools, including the process of consideration, as well as the documentation of that process. An internet and listserv search was done to gather information on the range of tools available. The models found to be most user friendly were included in the attached matrix, sorted by level of experience/knowledge in assistive technology of the team that might use each tool.

Prior to selecting one of the tools below, each team should gain a better understanding of the process as a whole. In April 2005, the Technology and Media Division (TAM) of the Council for Exceptional Children (CEC) released a monograph outlining the IDEA 2004 changes relevant to assistive technology, as well as a model for the consideration process. Many of the tools below could be used as the documentation portion of the consideration process, as outlined in the “Considering the Need for Assistive Technology Within the Individualized Education Program” monograph. The monograph is available from CEC at http://www.tamcec.org/products.html.

Tools Found

The AT Consideration Resource Guide (Part of Texas 4-Step Model) includes GPAT Model

Assistive Technology Screening for Secondary Students (Mississippi Bend Area Educ. Agency)

The Assistive Technology Screener (Technology and Inclusion by Judd-Wall)

Assistive Technology Consideration Guide and Checklist (Reed & Walser)

Also available as the AT Consideration Quick Wheel from http://www.tamcec.org/products.html

Assistive Technology Consideration Guide for IEP Teams (Denham & Zabala)

Assistive Technology Consideration Checklist (GPAT)

Assistive Technology Consideration Guide (Zabala from Denham & Zabala)

Assistive Technology Screening and Initial Solution Toolkit (Georgia Tools for Life ‚ modified GPAT)

SET-BC District Screening Checklist (Special Ed Technology in British Columbia)

AT Trigger ‚ Assistive Technology Screening Document (North Dakota IPAT modified by Kentucky)

Assistive Technology Consideration (Bowser)

Student Access Map (SAM) (Boston Public Schools and Dacey)

AT Trigger: Screening Document for Potential AT Needs North Dakota Interagency Project on AT)

Consideration (Part of UKAT Toolkit) University of Kentucky Assistive Technology Project

Summaries of Each Product Found

The AT Consideration Resource Guide (Part of Texas 4-Step Model) includes GPAT Model

The AT resource guide is part of the larger AT in Texas school series. The entire project offers many tools for training IEP teams in the consideration process for assistive technology during IEP development. The guide includes the GPAT model, which is a guide to standard tools, accommodations/modifications, and assistive technology solutions sorted by instructional areas. This basic guide could be used to gain intervention strategies when a concern in an instructional area is identified. The interventions listed under the AT Solutions category are not self-explanatory to a person with little knowledge in the field, but could be used to gain more information of the range of options available, creating additional awareness to beginning learners. All of Texas resources can be downloaded at http://www.texasat.net/trgmod.htm.

Assistive Technology Screening for Secondary Students (Mississippi Bend Area Educ. Agency)

This model is an introductory guide to considering assistive technology across activities of daily living and academic areas, for students in secondary school. It is a simple yes/no questionnaire similar to the WATI AT Checklist. It would guide a beginning team to recognize functional tasks that might benefit from further consideration of assistive technology tools/supports. Attached to the form is the WATI checklist to provide some ideas of intervention. Further guidance would be needed to implement most ideas depending upon the knowledge and experience of the team.

The Assistive Technology Screener (Technology and Inclusion by Judd-Wall)

This screening tool is a device based checklist, sorted by areas of intervention, but not academics. The guide lists several types of technology interventions, from low to high tech under each category. The user is asked to check off whether or not the idea has been: tried, is successful, unsuccessful, appropriate, not appropriate, and whether the device is to be tried. This tool might guide a novice team to identification of tools to be tried. However, it does not follow academic areas of intervention which means that consideration across all academic areas might be missed.

Assistive Technology Consideration Guide and Checklist (Reed & Walser)

This model is an intermediate level guide to assistive technology consideration. It uses an activity analysis model to identify tasks where students are not functioning at their potential skill level. It guides the user through currently used strategies/accommodations, followed by currently used AT tools, followed by new technologies to try. The guide comes with a corresponding checklist of ideas to try for each of the task areas identified. The checklist form of this tool is also available as the AT Consideration Quick Wheel, available from www.tamcec.org/products.html

Assistive Technology Consideration Guide for IEP Teams (Denham & Zabala)

This model guides the user through an activity analysis approach to assessment. It requires the user to consider activities/tasks across several different domains and settings. It then asks the user to review the currently used strategies, tools, and accommodations, followed by any barriers that are preventing the student from accomplishing the task. The focus then shifts to looking at additional AT tools to be tried or if further information is needed. The tool concludes with a summary of student considerations with areas for agreement and disagreement, followed by an implementation chart to guide responsibilities and timelines for implementation.

Assistive Technology Consideration Checklist (GPAT)

This model guides the consideration process for an advanced level team. It provides a structure for the consideration process, including critical factors such as the instructional area, the setting where the instruction takes place, the standard tools the student uses, followed by accommodations/modifications and AT solutions the student is using or might need. The form comprehensively reviews most instructional/access areas ensuring that assistive technology has been considered across all areas. The tool concludes with a short summary checklist and a free response area to write suggested implementation ideas.

Assistive Technology Consideration Guide (Zabala from Denham & Zabala)

This model guides the consideration process for an advanced level team. It guidess the team through considering areas of intervention, but not centered on academic performance. It asks the user to review the currently used strategies, tools, and accommodations, followed by any barriers that are preventing the student from accomplishing the task. The focus then shifts to looking at additional AT tools to be tried or if further information is needed. It lends itself well to a task analysis approach to problem solving the functional limitation preventing successful participation in desired activity. It has a short summary checklist, followed by an area that guides implementation responsibilities and timelines.

Assistive Technology Screening and Initial Solution Toolkit (GA Tools for Life ‚ modified GPAT)

This model guides the consideration process for an intermediate level team, and focuses broadly across many areas of intervention. It is modified from the GPAT assessment, except rather than being empty boxes, it has specific tasks, tools, accommodations/modifications, and AT tools already listed (in most parts). The interventions listed under the AT tools category are not self-explanatory to a person with little knowledge in A.T., but could be used to gain more information on the range of options available. The tool appears to be friendly to non-school settings.

SET-BC District Screening Checklist (Special Ed Technology in British Columbia)

This model guides the team through considering different areas of impairment (physical, cognitive, and psychological). These areas are reviewed for impairments, followed by completing questions concerning restrictions to curriculum and then what strategies have already been tried. The guide then asks the team to identify the goals the student will work toward and note how they will be monitored for progress.

AT Trigger ‚ Assistive Technology Screening Document (North Dakota IPAT mod. by Kentucky)

This model guides the team through considering different areas of task deficits and physical impairments. It uses a check off method to determine whether the student is functioning equivalent to his/her peers. No formal summary or recommendations are identified at the end. If ìyesî is checked off, further consultation with AT team is recommended.

Assistive Technology Consideration (Bowser)

This model is similar to the AT Consideration Guide by Zabala. It lends itself well to a task analysis approach to problem solving the functional limitation preventing successful participation in desired activity. It does not provide ideas for possible solutions.

Student Access Map (SAM) (Boston Public Schools and Dacey)

This model is based on the concept of the WATI consideration guide. It asks the user to identify the task or goal that needs to be accomplished and then fill in information about the person including: strengths, challenges, and barriers to performance. The team then identifies the entire range of tools and supports that might help the student. Finally, a plan is made for each task/goal that was identified, including time line, responsibilities, and criteria for success.

AT Trigger: Screening Document for Potential AT Needs (North Dakota IPAT)

This model guides the team through considering different areas of task deficits and physical impairments. It uses a check off method to determine whether the student is functioning equivalent to his/her peers. No formal summary or recommendations are identified at the end. If ìyesî is checked off, further consultation with AT team is recommended.

Consideration (Part of UKAT Toolkit) University of Kentucky Assistive Technology Project

This form is part of a larger toolkit that can be used over the entire AT implementation process. It is research based and the consideration portion of the toolkit helps determine the team members needed to participate in the process, as well as consideration of AT across 7 functional areas. If further data is needed, it points to a pre-assessment profile to gain further information.

IEP Team Consideration of AT (part of AT Creating a Pathway from IOWA Depart. of Education)

This tool is in a checklist format. It allows a team to consider AT across several areas of the IEP, such as Reading, Writing, Math, Study Skills, as well as Functional Areas, such as hearing, listening, speaking, mobility, and daily living. The form lists potential intervention as well as has room for documenting the consideration process.

Comparison of Assistive Technology Consideration Tools/Guides

Name of Tool	Team Experience Level	Entry Method	Age Range	Comments
The AT Consideration Resource Guide part of the Texas 4-Step Model	Beginner	Checklist	School Age	Provides suggestions of AT tools to try based on task area. Uses GPAT model.
Assistive Technology Screening for Secondary Students	Beginner	Checklist	Secondary Students	Allows beginner team to identify potential problem areas and suggests tools to try. WATI AT checklist is attached as ideas sheet.
IEP Team Consideration of AT	Beginner	Checklist	All	A device based checklist, sorted by academics and functional areas. It lists several types of tech interventions for each category. Includes area for documentation of decision making.
WATI Consideration Guide & Checklist Also available as Quick Wheel	Intermediate	Free Response	All	Provides activity analysis structure to identifying areas where student is not functioning at his potential. Has corresponding checklist to suggest AT tools.
Assistive Technology Consideration Guide for IEP Teams	Intermediate to Advanced	Free Response	All	Provides activity analysis structure to identifying areas where student is not functioning at his potential. Has sample activities listed under each domain being considered. Has space for identifying responsibilities and timeline for intervention.
Assistive Technology Consideration Checklist	Advanced	Free Response	All	Provides activity analysis structure to identifying areas where student is not functioning at his potential. Then asks user to fill out sections identifying: standard tools, accommodations/modifications, and AT solutions already in place. Then fill out future solutions/services needed.
Assistive Technology Consideration Guide	Advanced	Free Response	All	Provides categories of functional areas, with possible tasks where client might need assistance. Then uses activity analysis approach to identify current and future strategies. Has space for identifying responsibilities and timeline for intervention.