This document outlines the assistive technology assessment process used by the Lakeland Central School District. It involves 10 steps: intake, identifying needs and outcomes, developing a team, assessing skills, device trials, revisiting goals, procuring a device, implementation, and follow up. The district uses the UKAT assessment toolkit to evaluate students' needs across various functional areas in order to trial, recommend, implement, train on, and continue evaluating the effectiveness of assistive technologies that help students achieve their goals.

1. Lakeland Central School District
Shrub Oak, NewYork

2. “Assistive Technology assessment is a flexible,
collaborative, decision-making process in
which teams of families, professionals, and
friends repeatedly revise their decisions and
reach consensus about the ever-changing
abilities, needs, and expectations of the person
with the disability” (CSUN,2013)

3.  Step 1: Intake/Referral
 Step 2: Identification of Needs
 Step 3: Identification of Desired Outcomes
 Step 4: Develop and Nurture Team Members
 Step 5: Skills Assessment
 Step 6: Device Trials
 Step 7: Revisit Desired Outcomes
 Step 8: Procurement of Device
 Step 9: Technology Implementation
 Step 10: Follow Up/ Follow Along

4.  Student information
 Personal information
 Referral source
 Reason for referral
 Diagnosis/ medical information
 Primary/secondary diagnosis
 Contact info MD or specialist
 Medical history

5.  SETT framework
 Student
 Areas of concern
 Current level of function
 Goals
What can the student not do that they need to be
able to do to succeed?

6. Where will the student need or use
technology?
What and who can support
technology?

7.  What are the tasks that the student is
required to complete currently?
 What are the tasks that the student is
required to complete in the future?

8.  What are the tools that will needed for the
student to reach full potential?
 What training will the student require to
reach their full potential ?

9.  How will the student’s need be met with
technology?
 How will assistive technology affect the
student outcomes?

10. Create a comprehensive and cohesive
team
Establish a team leader
Team members

11.  Evaluate student needs:
 Sensory
 Physical
 Cognitive
 Communication
Consider environments where technology will be
used, student’s goals and preferences.

12.  Match skills and abilities of student with
features of a device
 No one device will meet all needs; it is
important to trial many devices and as a team
choose which device should be
recommended

13. Before a device is purchased it is important to
make sure that the technology is the most
effective device currently available to meet the
student’s needs and goals.

14. Create a well documented report; justify how
the AT will help the student reach desired
outcomes.

15. Initial training
 Basic operation of device
 Care and maintenance
 Plan ongoing training

16.  Most important step of the assessment
process
 Plan follow up for each quarter during the first
year, after the first year at least once a year
 Ensure that technology continues to meet
student’s needs
 Ensure that the device is being used to its
fullest potential
 Determine if more training is needed

17.  UKAT Toolkit is an assessment that closely
follows the Fundamental Assessment Process
and will be the assessment tool used by the
AT team within the Lakeland Central School
District
 Please utilize all form provided and fill out all
forms honestly and completely

18.  Defines functional areas:
 Existence: ADL skills
 Communication: receptive/expressive language and the
ability to interact socially
 Body support, protection, and positioning: stabilize,
support, or protect a part of the body
 Travel and mobility: movement within the environment
 Environmental interaction: tasks that need to be
performed across environments
 Education and transition: functions needed to participate in
learning
 Sports, fitness, and recreation: functions needed to
participate in sports and leisure activities

21. Determine present level of function
Identify demands
Identify areas needing further
assessment
Determine goals
Identify student response
 Summarize strategies, previous and current
 Determine external supports

34. Prioritize assessment tasks
Plan assessment activities/assign
responsibilities
Identify responses

37. Summarize outcomes
Summarize strengths and
weaknesses
Determine viable technology
Identify devices and features

39.  Create trial implementation plan and assign
responsibilities
 Evaluate trial data
 Make final recommendations

43.  Determine appropriate AT
 Determine AT goals
 Create implementation plan
 Set goals- long and short term, plan
intervention training
 List AT on the IEP

44.  Identify training needs of user, parents and
support personnel
 Conduct training
 Implement AT
 Collect data

48.  Create a plan for student to follow up at
regular intervals, 1st
year consult with student
each quarter, after 1st
year at least once per
year
 Follow up is essential to make sure
recommended technology is still appropriate
for the student

49.  http://www.csun.edu/cod/atacp/2013/aths614
/mod1.htm
 http://edsrc.coe.uky.edu/www/ukatii/