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Based on the mandates of the Individuals with Disabilities Education Act(IDEA, assistive technology devices and services must be considered for all students with disabilities in the development of the Individualized Education Program (IEP). This module will assist educational professionals and IEP team members in considering and determining student needs for assistive technology. More specifically, this module will describe the difference between AT consideration and AT assessment as well as how the IEP team documents AT consideration on the Special Instructional Factors page of the IEP.

Estimated Time to Complete: 1 hour

  • What's Included
  • 19 pages
  • Pre/post-assessments
  • Optional $10 certficate
  1. Describe the purpose of AT consideration in the IEP
  2. Describe how the IEP team documents AT consideration on the Special Instructional Factors page of the IEP
  3. Describe the difference between AT consideration and AT assessment
  4. Name the three decisions that an IEP team can make when considering AT in the IEP

Module Authors

Sean J. Smith, Ph. D.

Sean J. Smith is a Professor of Special Education at the University of Kansas. He has served as an associate editor for the Journal of Special Education Technology and is currently a Project Director on several US Department of Education initiatives. Dr, Smith is the proud parent of four children, one having an intellectual disability. He specializes in the integration of instructional/assistive technology into the lives of individuals with disabilities and their respective educational professionals; e-mentoring to enhance teacher education/induction; online learning; and the needs of individuals with Down syndrome.

Module Contributors

Nick Weiland, M.A., CCC-SLP

Nick Weiland has been working in the field of disabilities with a focus on assistive technology for 35 years. He has worked as speech-language pathologist in a community speech and hearing center, served as an SLP in the public schools, coordinated staff development and a resource library for a special education resource center and consulted with public schools on assistive technology. Nick was employed as a Regional Coach for OCALI, Ohio Center for Autism and Low Incidence Disabilities from 2008-2013. Areas of interest and expertise include augmentative communication, assistive technology and universal design for learning.

Jim Earnhart, M.S.

Jim earned a Bachelor of Arts degree in Speech/Communication from Youngstown State University, where he also obtained licenses in Special Education and Elementary Principalship. He also holds a Master of Science degree in Special Education from the University of St. Francis, Fort Wayne, Indiana. Jim was employed by the Ohio Center for Autism and Low Incidence from 2008 through 2011.

Angela M. Harris, M.S.

Angela M. Harris works as a special education district coordinator for Emporia Public Schools. Prior to joining Emporia Public Schools, she worked as a consulting teacher for Topeka Public Schools, as a worksite coordinator for Three Lakes Special Education Cooperative, and as a 5th-8th grade special education teacher in the West Franklin school district. She received her master's degree in adaptive special education from Emporia State University.

Modules on this site are always free. If you would like proof of completion, you can purchase a certificate when you have successfully completed this module. The certificate will provide contact hours for this module.

Graduate credit for courses is available through OCALI's partnership with Ashland University. Access information about course options and semester dates in the Search.

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