AT Assessment
When an IEP team needs further information regarding assistive technology solutions for a particular student, an AT assessment takes place. An AT assessment goes into more detail, looking closely at the student’s abilities and difficulties and the demands of the environment and tasks. Assessment also includes the acquisition of new information (Reed, 2004). An AT assessment differs from the usual evaluation components regarding eligibility for special education services. According to IDEA, ALL students with an IEP are ELIGIBILE to receive AT services. Therefore, the AT assessment is not used for eligibility rather it is an ongoing process to determine the need for and what types of AT solutions the student would require in order to be successful with school outcomes.
The Quality Indicators for Assistive Technology Services (QIAT, 2005) is considered by many to be effective practices guidelines for describing quality assistive technology services. The QIAT model suggests that assistive technology assessment:
- Is an ongoing continual part of the educational planning and not a “one-shot” separate event.
- Is conducted by a multidisciplinary team in the student’s natural and customary environment and is not provided by an expert at a separate center.
- Yields recommendations based on data collected from trials with potential assistive technology.
- Provides for support and follow through involving all team members.
- Consider the student’s feelings about the AT and the support of family, peers, and teachers to ensure successful use of a device.
Many consider the Student, Environment, Tasks, Tools (SETT) Framework developed by Joy Zabala (2002) to be an effective organizational tool for AT assessment. It is not an assessment protocol, but rather a set of guiding questions and statements that support and encourage communication between the student, his/her family members, and professionals as they assess the individual’s need for AT devices and services. The SETT Framework is built on the premise that, in order to develop an appropriate system of assistive technology devices and services, teams must first gather information about the student, the customary environments in which the student spends his time, and the tasks that are required for the student to be an active participant in the teaching/learning process. The SETT Framework is available online as well.
The Wisconsin Assistive Technology Initiative (WATI), a recognized national leader in assistive technology best practice, has developed an AT assessment package that clearly outlines the assessment process. This package, along with other WATI products, are available for free at the WATI website.
Since many individuals are involved in a comprehensive assistive technology assessment, school divisions may find it helpful to have a process in place for tracking and completing the assessment. Here is a sample flow chart of the steps in completing a comprehensive AT assessment.
