SETT Step 4:
Integrating AT Into the IEP

After an Implementation Plan has been identified - AT tools and supports that will be used to address specific tasks - they must be added to the IEP as interventions used to meet specific student outcomes. Many schools do not write the brand name of the AT device but use general descriptive terms on the features of the device and how it will be used to address a particular objective/outcome.

Where on the IEP?

According to regulations included in IDEA, assistive technology should be considered for every student with a disability when the technology can help to compensate for the limitations that the disability presents to support the student in making reasonable educational progress in the least restrictive educational setting.

As designated in IDEA, assistive technology can be incorporated into the student's IEP in one or more of three areas:

• As part of Special Education (in the annual goals and short term objectives),
• Related service or
• Supplemental aid or service needed to support the student in the least restrictive educational environment

How assistive technology tools will be used to address educational outcomes should be clearly described. The student's IEP must indicate the specific type of assistive technology device required and/or the nature and extent of assistive technology services necessary to achieve IEP goals.

Developing IEP goals for assistive technology use should be as specific as possible as to the type of AT and its functional use by the student in the environment. Goals should be measurable, student-centered, age appropriate and be clear about how the technology will be used to accomplish a particular goal. The short-term objectives leading to the goal include the development of skills that are necessary for using the AT. These objectives are designed to be met over a shorter time period and show a progression of skill development and use. They reflect the specific use of the AT for increased success -- how it will be used in specific situations.

Often AT devices are simply listed under "equipment needs" or "supplemental aids." Many students require more specific written information to adequately reflect the role of AT in the provision of the student's education (Bowser, 1998). This information can be included as part of the Implementation Plan.

IEP Development Resources

OSEP's Guide to the IEP

Facts About Assistive Technology and the IEP (LD Online)

Support For School Personnel

AT works best when students, family and educators (including teachers, therapists and instructional assistants) work as a team to select, obtain, implement and monitor AT. Each team member must be supported by training and ongoing assistance. One of the specific AT services specifically listed in IDEA is

training or technical assistance for professionals (including individuals providing education and rehabilitation services), employers or others(s) who provide services to employ, or are otherwise, substantially involved in the major life functions of children with disabilities.