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Based on the federal mandates of the Individuals with Disabilities Education Act (IDEA), AT devices and services must not only be considered for all students with disabilities but they must also be included in the Individualized Education Program (IEP) if deemed necessary by the IEP team. This module will describe the available options for documenting AT devices and services in the IEP. Proper documentation of AT in the IEP ensures that students will receive the necessary AT devices and the corresponding services to enable them to gain better access to the curriculum as well as enhance their participation in the school environment. 

Estimated Time to Complete: 1 1/2 hours

  • What's Included
  • 24 pages
  • Pre/post-assessments
  • Optional $15 certficate
  1. List the required members of the IEP team, list at least three other possible team members, and understand that at least one member of the IEP team should be knowledgeable about AT
  2. Identify the types of information commonly found in the present levels of academic and functional performance (PLAAFP)
  3. Write objectives and goals that incorporate AT
  4. Develop questions that help guide the AT implementation process.
  5. Define progress monitoring and recognize ways to monitor AT effectiveness

Module Authors

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.

Module Contributors

Jan Rogers, MS, OTR/L, ATP

Jan Rogers is currently an AT and AEM consultant having retired as the Program Director of the OCALI AT&AEM Center in 2023. She is an occupational therapist and is also a RESNA certified ATP who has worked in a variety of agencies serving the needs of individuals with disabilities. She has taught assistive technology courses at Ohio State University, Bowling Green State University, and Ashland University. She is a published author of peer reviewed journal articles and book chapters on the topic of assistive technology. Additionally, she has been a frequent presenter at local, state, and national conferences on the topic of assistive technology.

Heather J. Bridgman M.S., ATP

Heather Bridgman is a rehabilitation engineer and has worked in both the medical and educational environments. Her specialties include computer access, augmentative communication, universal design for learning and online learning. She presents regionally and nationally on these topics. Heather has earned a master's degree in systems engineering as well as a teaching license in the area of high school mathematics. She is currently employed with the OCALI AT&AEM Center as an Assistive Technology Consultant. Bridgman is certified as a RESNA Assistive Technology Professional, teaches AT courses at Ashland University and is a co-author of the book "Show Me: A Teacher's Guide to Video Modeling".

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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