Saint Paul Public Schools
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Assistive Technology and the IEP  Steps to AT Consideration Consideration is a brief process in which IEP team members use information analysis and critical decision making to determine student needs for assistive technology (AT). Every student's need for AT is considered by the IEP team. SPPS uses a student-centered, task-focused and environmentally relevant process to consider a student's need for assistive technology called the SETT process. For indepth information on the SETT process, download the MN AT Manual below. Steps for AT Consideration 1. Use the SETT framework to consider the Student (strengths, interests, abilities), learning Environments, general education curriculum Tasks, and Tools (standard and technology tools). Download the AT Consideration Worksheet below to help you work through the consideration process for individual students. The SETT framework was developed by Joy Zabala. To view a DVD of Joy Zabala's presenting the rationale of the SETT process, contact the AT Team (293-8923). 2. Ask Key Questions
 4. If more information is needed on AT consideration and the range of AT Options, contact the Assistive Technology Team 293-8923). Download the AT Referral form below to place a request for an AT consultation. How to Include AT in the IEP After a need for Assistive Technology has been determined, it is appropriate to state in the IEP, the specific features of the AT that have been found to be necessary for learning. This assures that the appropriate assistive technology will be made available. Typically, the type of device or features are noted, rather than the specific name (e.g. talking software vs. Write OutLoud) to allow for flexibility using different tools to meet IEP objectives. There are six areas in the IEP where it is most appropriate to include AT. These include: • Present Level of Academic Achievement and Functional Performance • Transition (as appropriate) • Annual Instructional Goals and Objectives • Comprehensive Assessment and Standards Assessment • Adaptations in General and Special Education • Special Education and Related Services Examples: Present  Dana has significant difficulty getting her ideas on the paper. She is not able to write a paragraph with an introduction, supporting details, and a conclusion. Without supports, she writes paragraphs with sentences that are not related and are often incomplete. When using an electronic graphic organizer for pre-writing she can more effectively organize her ideas and create meaningful sentences with a topic sentence, supporting details and a concluding sentence. Assistive Technology The child study team has determined that assistive technology is needed and it is included on the IEP. Dana needs to have access to an electronic graphic organizer to assist with generating and arranging her thoughts as part of the pre-writing process. She also needs access to word processing software with prediction that offers auditory support with custom topic dictionaries to assist her with complete sentence formulation using academic subject specific vocabulary.. IEP Objectives Dana will independently write a paragraph with a topic sentence, three supporting details and concluding sentence using graphic organizing software with 80% accuracy on 3 consecutive paragraph assignments. |
