AT Basics

AT Cycle

Voices From the Field

Assistive Technology (AT) Basics Overview

Each year you teach students of different abilities, skills, hopes, and dreams. Along with their uniqueness, your students all share the ability to learn. Admittedly, some will learn faster and some will learn slower. Some will have special needs that require special solutions so that they can participate in the general education curriculum like their peers. 

One of the solutions that helps some students improve their academic achievement, functional capability, and independence is assistive technology (AT). What is assistive technology? Who decides if a student needs AT? Where can you learn more about AT planning, implementation, and evaluation to help your students succeed? Start here in AT Basics to answer some of your questions.


Assistive Technology Defined

-Note

Simply put, assistive technology (AT) is a broad term that covers any tool from a pencil grip to a computer. AT can include simple or "low-tech" devices such as laminated communication boards, removable highlighter tapes, reading guides, and Velcro. AT can also include more complex or "high-tech" tools such as software, talking word processors, and Alternative Augmentative Communication (AAC) devices.

IDEA 2004 defines AT as

“any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability”

[IDEA, 2004, Part B, Section 612, (1)]

Assistive Technology and IEP Development

Determining if a student might benefit from AT is not an isolated decision made by an individual. By law, students eligible for AT under IDEA 2004 must have an Individualized Educational Program (IEP) which includes a comprehensive plan of instruction and support services needed to meet unique educational needs. The IEP team, which includes general and special education teachers, family members, the student (as appropriate), and others the school or family have invited, develops the student's IEP. Together, the team members should know about:

  • The student.
  • The general education curriculum and state proficiency assessments.
  • Internal and external sources of assistance.
  • Available services.
  • The IEP process.

Several sections of the IEP relate to assistive technology. In addition to the Special Considerations question that specifically asks the IEP team to address the student’s need for AT, questions about the student's present level of academic achievement and functional performance, goals, and supplementary aides and services require team members to consider AT.

In Maryland, many examples of AT are found in the list of acceptable accommodations for instruction and assessment. Sometimes these readily available tools (calculators, books on tape, or software to read text) are thought of only as testing accommodations. Yet to be used during testing, assistive technology devices and services must be part of the student’s daily academic program. According to federal law, they are both accommodation and assistive technology if the student needs them to increase a functional capability. See the Maryland Accommodations Manual for more information. Look for more information about AT devices and services in Choose and Trial AT.


AT in Practice

As part of developing an IEP, team members follow a multi-step consideration process to decide if AT might help meet the student's needs and document the decision in the IEP. However, this is just the beginning of making AT available to help the student achieve in the general education curriculum with proficiency and independence. Which AT device or service should be chosen? How can teachers integrate AT into the classroom and lesson plans? And, how will everyone with a vested interest in the student's progress know if the AT helps?

The AT Cycle, developed at Johns Hopkins University Center for Technology in Education, answers many of the questions about planning, implementing, and evaluating the use of AT. It's four iterative phases—consideration, tool and strategy selection, implementation, and evaluation—work together to maintain a focus on the student's needs for greater achievement and independence.