What is Assistive Technology?
According to the Individuals with Disabilities Education Act (IDEA, 1997) and the Regulations Governing Special Education Programs for Children with Disabilities in Virginia (2002), an assistive technology (AT) device is defined 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.”
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SETT Framework |
Who Benefits From Using AT? |
The SETT Framework is a four part model intended to promote collaborative decision-making in all phases of assistive technology service design and delivery from consideration through implementation and evaluation of effectiveness. SETT is an acronym for Student, Environments, Tasks, and Tools. (Joy Zabala, Ed.D. 2013)
https://youtu.be/IaOJxX8fbH4 What is a "High" and "Low" Technology?An assistive technology device may be a "high-tech" device (such as an iPad, computer or an augmentative communication device), or it may be "low-tech" (such as a pencil grip, a visual schedule, a tape recorder, or a cushion for better positioning). It can also include training for parents, teachers and related service staff. Low tech options may work for some while others require high tech solutions. It is essential to remember: one size does not fit all
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IEP and 504 Teams consider each student’s need for assistive technology using a collaborative decision-making process. Assistive technology is a tool used to bridge the gap between the student's abilities and his/her access to the curriculum. When a student has a significant need in the areas of reading, writing, executive functioning, or physically accessing the environment, then AT tools are considered. It is important to recognize that it is not the possession of tool that helps the students but the way in which the tool is used.
The school district needs to provide only appropriate technology in order to meet the student's needs as described in the IEP or 504 Plan. The decision as to what type of assistive technology is appropriate should be based on the assistive technology screening/evaluation recommendations and IEP team decision. There may be "devices" or features of equipment which may be nice for the student to have, but if they are not necessary for FAPE, the school district is not obligated to provide them. |
Assistive technology is merely the support to ‘get the job done’ more independently. It can reduce a student’s reliance on parents, siblings, friends, and teachers, helping the transition into adulthood and fostering self-esteem and reducing anxiety” (Janet Jendron, 2011)