IDEA has placed the primary responsibility for considering the need for assistive technology and implementation of assistive technology plans with the student’s IEP team. By empowering the IEP team with this task it increases the likelihood that assistive technology will be used and students will achieve positive outcomes. However, this process also places the responsibility of having knowledge about AT to all team members.

Consideration is a short discussion that takes place during the IEP meeting using known information regarding a student’s required task, the environment in which the student must complete the task, the student's capabilities and the most effective use of technology. The result of this discussion would be to continue strategies already being used or to try or not to try assistive technology.

IEP teams must document their consideration of assistive technology in the IEP. The section entitled Consideration of Special Factors is the required component of the IEP in which to document the consideration of assistive technology. This section includes the following statement:

Does the student require assistive technology devices and services?

____Yes ____No

If yes, describe: __________________________

It is best practice to document the decision making process used to consider the student’s need for assistive technology. Below are several examples of forms that have been developed to guide the IEP team in this decision making process.

• VA Assistive Technology Consideration Guide.
• AT Consideration Guide from Oregon
• AT Consideration Guide and Procedures from Brunswick County Schools, Brunswick, NC
• AT Consideration Checklist from Georgia Assistive Technology Project (GPAT) Consideration Checklist
• AT Consideration Guide from Wisconsin Assistive Technology Initiative (WATI)