An Individualized Education Plan (IEP) outlines the specialized educational needs of a student with disabilities. An IEP team evaluates whether a student qualifies for an IEP based on conditions outlined in the Individuals with Disabilities Education Act. Assistive technology encompasses devices that increase independence for people with disabilities and includes both low-tech and high-tech options. Choosing appropriate assistive technology involves assessing a student's strengths, needs, and activities to determine solutions that increase participation. Examples of assistive technology used in classrooms include alternative keyboards, electronic worksheets, and communication boards.

1. ASSISTIVE TECHNOLOGY Hilary Gann

2. OVERVIEW
Individualized Education Plan (IEP)
What is Assistive Technology?
How to choose what Assistive Technology to use
Overview of Assistive Technology

3. INDIVIDUALIZED EDUCATION PLAN (IEP)
What is an IEP?
• According to the Individuals with Disabilities Education Act (IDEA),
if a child receives special education, he/she must also have an IEP.
An IEP indicates a child’s learning needs, the services provided by
the school, and the way in which progress will be measured.
• An IEP also includes the child’s present level of performance,
annual educational goals, services provided by the school,
modifications and accommodations provided by the school, how
and when progress is measured, and transition planning for teens
for life after high school.
Who qualifies for an IEP?
• A child must receive an evaluation first and then a decision is
made. An IEP team (parents and school officials) make the final
decision. IDEA states that having any of these 13 disabilities may
qualify a child for special education.

4. INDIVIDUALIZED EDUCATION PLAN (IEP)
How are services delivered?
• IEP services can be delivered in a regular classroom setting or in a special
resource room. However, children who need intense intervention may be
taught in a special school environment.
Referral and Evaluation Process
• Step 1: Gathering data regarding the child’s academic progress and/or
academic issues. This can be done through a conference with the parents or
student, observation, and through an analysis of the student’s performance.
• Step 2: Specific strategies can be used to help the child become for
successful in school. If this does not work than go to Step 3.
• Step 3: The child will be tested for a specific learning disability to help
determine qualification for special services.
• Step 4: A team of professionals will then evaluate the child based on multiple
things (e.g. observation, performance on standardized tests, etc.).
• Step 5: If the child is eligible, a comprehensive evaluation report is created
that compiles the findings from step 4. The parents review the report before
the IEP is developed.

5. INDIVIDUALIZED EDUCATION PLAN (IEP)
Developing an IEP
• At the IEP meeting, the child’s team and parents decide what will go into the IEP
and a regular teacher should also be included to offer suggestions about how the
plan can help the child’s academic progress.
• The IEP will be reviewed annually and the goals in the IEP will be updated as well
as the levels of service. It is important to note that an IEP can change at any time
on an as-needed basis.
A Final Word
• The IEP process is complicated; however, it is an effective way to address how a
child learns and functions. It is important to ask questions about the evaluation
findings and/or goals recommended by the child’s team.

6. WHAT IS ASSISTIVE TECHNOLOGY?
Assistive technology is a term that encompasses assistive,
adaptive, and rehabilitative devices for people with disabilities.
Assistive technology also includes the process that is used
when selecting, locating, and using the technology.
Assistive technology gives people greater independence
because it allows them to perform tasks that they were
previously unable to perform.
Examples of Assistive Technology include:
• Alternative keyboards
• Electronic math work sheets
• Portable word processors

7. HOW TO CHOOSE WHAT ASSISTIVE TECHNOLOGY
TO USE
There are six steps in regards to deciding what Assistive
Technology is best for a child.
• Step 1: Gather child and family information which will begin the
discussion of the child’s strengths, abilities, preferences and needs.
• Step 2: Discuss the child’s daily activities and think about what is
preventing him/her from participating more.
• Step 3: Determine the child’s current level of participation and what
observable behaviors will reflect an increase in independent
interactions.
• Step 4: Brainstorm Assistive Technology solutions.
• Step 5: Determine when AT intervention will begin and create an
observation plan.
• Step 6: Identify and discuss what worked and make necessary
modifications.

8. OVERVIEW OF ASSISTIVE TECHNOLOGY
Overview
Examples of Assistive Technology in the classroom
Assistive technology can be low-tech or high-tech.
Examples of low-tech assistive technology include
communication boards or fuzzy felt. Examples of high-
tech assistive technology include special purpose
computers.

9. RESOURCES
Assistive Technology for Mild Disabilities
Assistive Listening Devices
Georgia Project for Assistive Technology

10. ASSISTIVE TECHNOLOGY FOR MILD
DISABILITIES
According to Behrmann and Kinas (2002), assistive technology can assist students with
mild disabilities in the following six areas:
• Organization
• Low-tech solutions include flow-charting, task analysis, webbing and outlining.
• High-tech solutions include utilizing the outline function of word processing software, the Internet, local area networks,
and LCD projections systems.
• Note Taking
• Low and high-tech methods include videotaping class sessions, sending web-cam photography across the Internet to
see and hear what is happening in the classroom, sending notes/presentations through e-mail, translating print-based
notes to voice, and using notebook computers, PDAs, or portable work processing keyboards to assist students with note
taking.
• Writing
• Writing barriers for students with mild disabilities include mechanics (grammar, spelling, etc.), process
(generating ideas, organizing, drafting, etc.) and motivation.
• Solutions to the above barriers include grammar and spell-checkers, dictionaries, thesaurus programs, word
processors, computer editing, desktop publishing, and multimedia capabilities of computers.
• Academic Productivity
• Tools to assist with academic productivity include calculators, spreadsheets, databases, and graphics
software.
• Access to Reference and General Educational Materials
• The Internet and multimedia tools give students easy access to resources and general educational materials.
• Cognitive Assistance
• Assistive technology can help students with mild disabilities balance weak areas of learning with strong areas.

11. ASSISTIVE LISTENING DEVICES
Hearing assistive technology systems (HATS) are devices that
help people with a hearing disability function in daily
communication situations. HATS can be utilized with or without
hearing aids or cochlear implants to make hearing easier.
The following situations are especially difficult for people with
hearing loss:
• Distance between the listener and the sound source
• Competing noise in the environment
• Poor room acoustics/reverberation
 The above situations usually occur together and as a result
have a negative effect on the ability to hear and process speech.
HATS can help those suffering from hearing loss overcome
listening difficulties.

12. GEORGIA PROJECT FOR ASSISTIVE
TECHNOLOGY (GPAT)
GPAT is a part of the Georgia Department of Education and it
supports local school systems in their efforts to provide assistive
technology devices and services to students with disabilities.
GPAT has been funded since 1991. The mission of GPAT is “to
improve student achievement, productivity, independence and
inclusion by enhancing educator knowledge of assistive technology
and increasing student access to appropriate assistive technology
devices and services.”

13. REFERENCES
Assistive technology. (n.d.) Retrieved from
http://en.wikipedia.org/wiki/Assistive_technology
Behrmann, M. & Kinas, M. (2002). Assistive technology for students with mild
disabilities. Retrieved from http://www.ericdigests.org/2003-1/assistive.htm
Georgia project for assistive technology. (2014). Retrieved from
http://www.gpat.org/Georgia-Project-for-Assistive-Technology/Pages/default.aspx
Hearing assistive technology. (n.d.) Retrieved from
http://www.asha.org/public/hearing/treatment/assist_tech.htm
Help for young learners: How to choose AT. (2015) Retrieved from
http://www.ldonline.org/article/8088
Individualized education programs (IEPs). (2014) Retrieved from
http://kidshealth.org/parent/positive/learning/iep.html#

14. REFERENCES
Lee, A. (2014). How IDEA protects you and your child. Retrieved from
https://www.understood.org/en/school-learning/your-childs-rights/basics-about-childs-
rights/how-idea-protects-you-and-your-child
Raskind, M. & Stanberry, K. (2010). Assistive technology for kids with LD: An overview.
Retrieved from http://www.greatschools.org/special-education/assistive-technology/702-
assistive-technology-for-kids-with-learning-disabilities-an-overview.gs?page=all
Stanberry, K. (2014). Understanding individualized education programs. Retrieved from
https://www.understood.org/en/school-learning/special-services/ieps/understanding-
individualized-education-programs
What is assistive technology? How is it funded? (n.d.) Retrieved from
http://www.atia.org/i4a/pages/index.cfm?pageid=3859