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Quality Indicators for Assistive Technology Implementation
Assistive technology implementation pertains to the ways that
assistive technology devices and services, as included in the
IEP (e.g., goals/objectives, related services, supplementary
aids, services and accommodations, or modifications) are delivered
and integrated into the student's educational program. Assistive
technology implementation involves people working together to
support the student using assistive technology to accomplish
expected tasks necessary for active participation in customary
educational environments.
1. Assistive technology implementation proceeds according to
a collaboratively developed plan.
Intent: Following IEP development, all those involved
in implementation work together to develop a written action plan
that provides detailed information concerning (a) the use of
assistive technology in specific educational settings, (b) what
will be done, and (c) who will do it.
2. Assistive technology is integrated into the curriculum and
daily activities of the student.
Intent: Assistive Technology is used when and where needed
to facilitate the student's access to the curriculum and active
participation in educational activities and routines.
3. Team members in all of the child's environments share responsibility
for implementation of the plan.
Intent: Persons working with the student in each environment
understand their responsibilities and know what to do to support
the student using assistive technology.
4. The student uses multiple strategies to accomplish tasks and
the use of assistive technology may be included in those strategies.
Intent: Assistive Technology tools are used when needed
to remove barriers to participation and/or performance. Alternate
strategies may include use of the student's natural abilities,
other supports, or modifications to the curriculum, task or environment.
At times these alternate strategies may be more efficient than
the use of assistive technology.
5. Training for student, family and staff is an integral part
of implementation.
Intent: Determination of the training needs of the student,
staff, and family is based on how the assistive technology will
be used in each unique environment. Training and technical assistance
are planned and implemented as ongoing processes based on current
and changing needs.
6. Assistive technology implementation is initially based on
assessment data and is adjusted periodically based on performance
data.
Intent: Formal and informal assessment data guide initial
decision making and planning for Assistive Technology implementation.
As the plan is carried out, student performance is monitored
and implementation is adjusted in a timely manner to support
student progress.
7. Assistive technology implementation includes management and
maintenance of equipment and materials.
Intent: For the technology to be useful it is important
that equipment management responsibilities are clearly defined
and assigned. Though specifics may differ based on the technology,
some general areas may include organization of equipment and
materials, responsibility for acquisition, repair and replacement,
and assurance that equipment is operational.
Common Errors:
1. Implementation is expected to be smooth and effective without
addressing specific components in a plan. Team members assume
that everyone understands what needs to be done, and that everyone
knows what to do.
2. Plans for implementation are created and carried out by one
IEP team member.
3. The team focuses on device acquisition and does not discuss
implementation.
4. An implementation plan is developed that is incompatible with
the instructional environments.
5. No one takes responsibility for the care and maintenance of
assistive technology devices; so the devices are not available
or in working order when needed.
6. Contingency plans for dealing with broken or lost devices
are not made in advance.
