Assistive Technology
The process starts with understanding
Understanding AT and the IEP Team
Learn More
Tools to Consider
REquesting Tools
Decision Making
AT decisions are made by the IEP Team
Decision made, now what
AT Form
Requests
Comet's Closet
The right tool
AAC Process
Step by Step
1. Identify the Educational Tasks the Student Is Struggling With
Examples:
difficulty writing assignments inability to communicate wants/needs poor access to auditory instruction inability to read grade-level text difficulty organizing tasks limited mobility in school environments
The team first identifies areas where the student cannot effectively: access instruction participate in school activities communicate complete work demonstrate knowledge function independently compared to peers
The discussion should focus on:
“What educational barriers exist?”
—not simply:
“What device should we buy?”
Next Step
2. Review Existing Data
The team should determine:
What the student can do now? What barriers exist? What supports have already been attempted?
The team reviews:
evaluations classroom performance progress monitoring teacher observations related service reports parent input student input medical/audiological/therapy information if relevant.
Next Step
3. Consider Current Supports and Interventions
Before selecting specialized technology, the team considers:
accommodations already in place low-tech supports classroom strategies whether those supports are effective
AT exists on a continuum:
No-tech: seating changes, visual schedules
Low-tech: pencil grips, graphic organizers
Mid-tech: audio recorders, simple communication devices
High-tech: speech-generating devices, text-to-speech software, AAC systems
Next Step
4. Use a Structured AT Consideration Framework
Tools
Environment
Student
Tasks
- Strengths
- Needs
- Disability Impact
- Communication/motor/sensory, cognitive skills
- Classroom demands
- Home environment
- Instructional setting
- Technology already available
- What the learner must do educationally
The process should be collaborative and individualized.
Next Step
5. Approval Process
Outside an IEP meeting:
If an IEP team member believes assistive technology (AT) should be considered, they should raise the concern with the case manager. The team should then discuss the student’s needs and review available data to determine whether AT is appropriate or if additional data needs to be collected to support a decision. When the team has collected sufficient data an IEP revision can occur to update the IEP teams decision. If AT is being included, the Supervisor of Special Education is responsible for providing approval ahead of the revision meeting.
During an IEP meeting:
High ticket item approvals:
Assistive technology (AT) is often discussed during IEP meetings. If the team has sufficient data to make a decision, the LEA present is responsible for approving AT during the meeting. If sufficient data is not available, the case manager should document that AT was discussed and that additional data is needed. This documentation must specify what data will be collected, who is responsible, and the timeline for collecting it and reconvening the team.
CCA maintains a stock of commonly used assistive technology (AT) items, which can be requested without additional approval. Requests for items not on this list require approval from the Director of Special Education for the learner’s program.
Common Items
Next Step
6. Document AT in the IEP
If AT is needed, the IEP should clearly specify:
AT may appear in:
Language :
Avoid vague wording like:
“Access to technology as needed.”
Instead specify:
“Student will use text-to-speech software for grade-level reading assignments across content areas.”
- supplemental aides and services
- SDI
- Goals
- Related Services
- Communication plans
- the AT device(s)
- AT services
- training/support
- when and where it will be used
- who is responsible
Next Step
7. Monitor Effectiveness
The team should regularly review:
- whether the AT is being used
- whether staff are implementing it correctly
- whether the learner is benefiting
- whether adjustments are needed
AT decisions are not permanent and should evolve with student needs.
Augmentative and Alternative Communication (AAC)
Augmentative and Alternative Communication (AAC) refers to methods and devices that support or replace spoken language for individuals who have difficulty communicating verbally. AAC can include simple systems like picture boards or communication books, as well as more advanced tools such as speech-generating devices and communication apps on tablets. The goal of AAC is to help individuals express their thoughts, needs, and ideas, and to participate more fully in school and social interactions.
When AAC is being considered, the process is supported by one of CCA’s Speech-Language Pathologists. Please use the link below to request a meeting and begin the evaluation process.
Here are common categories and examples:
Executive Function and Organization
Writing and Fine Motor Support
Sensory Regulation and Attention
Positioning and Physcial Access
Reading and Access Tools
Self-Care and Activities of Daily Living
Low-Tech vs. High-Tech AT
Comet's Closet
Comet's Closet makes some commonly used items available to all CCA learners. Before placing a request for a specialty item, check the closet!
Writing and Fine Motor Support
- Pencil grips
- Slant boards
- Adaptive scissors
- Weighted pencils or pens
- Keyboarding programs
- Alternative Keyboards
- Keyguards
- Styluses
- Speech-to-text software
Writing and Fine Motor SupportTools that help students who struggle with handwriting, grip strength, coordination, or fatigue.
- Pencil grips
- Slant boards
- Adaptive scissors
- Weighted pencils or pens
- Keyboarding programs
- Alternative Keyboards
- Keyguards
- Styluses
- Speech-to-text software
- Specialty lined paper
Assistive technology decision-making is a collaborative, student-centered process led by the IEP team to ensure that each learner has the tools needed to access and make progress in the curriculum. The team is responsible for considering assistive technology for every student with a disability, identifying barriers to participation, and selecting appropriate supports based on the student’s individual strengths, needs, and goals. By documenting, implementing, and regularly reviewing these supports, the IEP team ensures that assistive technology is effectively integrated to promote independence, engagement, and educational success.
Request Process
Once an AT tool is approved, the case manager (CM) completes the AT tool request form. The supervisor of special education reviews the form and either submits the request to Phillips for commonly stocked items or escalates it to the Director of Special Education for approval and ordering of non-stock items.
Link to JIRA form here
Self-Care and Activities of Daily LivingSupports independence with dressing, feeding, hygiene, and classroom routines.
- Adaptive utensils
- Button hooks
- Zipper pulls
- Velcro fasteners
Positioning and Physical AccessFor learners with physical disabilities, low muscle tone, poor posture, or limited mobility.
- Adaptive seating
- Switch-access devices
- Mounting systems for tablets
- Adaptive mouse devices
Executive Function and OrganizationHelpful for learners who struggle with planning, initiation, organization, or task completion.
- Visual timers
- Sand timers
- Visual schedule
- Digital planner
The core legal question is:
Does the student need AT to receive a Free Appropriate Public Education (FAPE)?
The team asks:
Can the student make meaningful educational progress without AT?
Does AT increase independence, access, participation, or communication?
Is AT necessary to implement the IEP goals/services?
If yes, the AT must be provided.
Sensory Regulation and AttentionSupports for students who need help maintaining focus, regulating sensory input, or staying organized.
- Noise-reducing headphones
- Visual timers
- Fidget tools
- Sensory seating
- Visual schedules
- Weighted cushions
- Weighted lap pads
Reading and Access ToolsFor students whose needs affect visual tracking, fatigue, or physical interaction with text.
- Audiobooks
- Text-to speech software
- Screen readers
- Line readers
- Enlarged text displays
After the IEP team determines the appropriate assistive technology tools, the next step is to request and deliver them to the learner. At CCA, while the IEP team makes the decisions, additional teams handle the ordering and shipping process to ensure the tools are provided efficiently.
Low-Tech vs. High-TechAT is often classified this way:
High-Tech
Low-Tech
Mid-Tech
- Pencil grips
- Visual schedule
- Slant board
- Velcro supports
- Simple voice-output device
- Portable keyboard
- Adaptive switches
- Speech-to-text software
- Eye-gaze systems
- Dynamic AAC devices
Assistive technology tools include a wide range of supports designed to help students access learning and participate more fully in school. These tools can include low-tech, hands-on supports, such as pencil grips, slant boards, adapted paper, visual schedules, graphic organizers, and highlighters, which help students with writing, organization, and focus. In addition, there are mid- to high-tech tools, such as audiobooks, text-to-speech software, speech-to-text programs, word prediction tools, communication devices, and tablets with specialized apps. Each tool—whether simple or advanced—is selected based on a student’s individual needs, with the goal of reducing barriers, increasing independence, and supporting meaningful participation and academic success in the classroom.
Assistive technology in the school setting refers to any tools, devices, or software that help students with disabilities access the curriculum, participate in classroom activities, and demonstrate their learning more effectively. These supports can range from simple aids, such as pencil grips or graphic organizers, to more advanced technologies like text-to-speech software, speech recognition programs, and communication devices. The primary goal of assistive technology is to remove barriers to learning, promote independence, and ensure equitable educational opportunities for all students. When thoughtfully integrated into instruction, assistive technology supports diverse learning needs and fosters greater engagement and success in the classroom. The IEP (Individualized Education Program) team plays a critical role in determining whether a student needs assistive technology and, if so, identifying the most appropriate tools and services. This responsibility is part of ensuring the student receives a Free Appropriate Public Education (FAPE) in the least restrictive environment.
Links to AT Form
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Assistive Technology
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Transcript
Assistive Technology
The process starts with understanding
Understanding AT and the IEP Team
Learn More
Tools to Consider
REquesting Tools
Decision Making
AT decisions are made by the IEP Team
Decision made, now what
AT Form
Requests
Comet's Closet
The right tool
AAC Process
Step by Step
1. Identify the Educational Tasks the Student Is Struggling With
Examples: difficulty writing assignments inability to communicate wants/needs poor access to auditory instruction inability to read grade-level text difficulty organizing tasks limited mobility in school environments
The team first identifies areas where the student cannot effectively: access instruction participate in school activities communicate complete work demonstrate knowledge function independently compared to peers
The discussion should focus on: “What educational barriers exist?” —not simply: “What device should we buy?”
Next Step
2. Review Existing Data
The team should determine: What the student can do now? What barriers exist? What supports have already been attempted?
The team reviews: evaluations classroom performance progress monitoring teacher observations related service reports parent input student input medical/audiological/therapy information if relevant.
Next Step
3. Consider Current Supports and Interventions
Before selecting specialized technology, the team considers: accommodations already in place low-tech supports classroom strategies whether those supports are effective
AT exists on a continuum: No-tech: seating changes, visual schedules Low-tech: pencil grips, graphic organizers Mid-tech: audio recorders, simple communication devices High-tech: speech-generating devices, text-to-speech software, AAC systems
Next Step
4. Use a Structured AT Consideration Framework
Tools
Environment
Student
Tasks
The process should be collaborative and individualized.
Next Step
5. Approval Process
Outside an IEP meeting:
If an IEP team member believes assistive technology (AT) should be considered, they should raise the concern with the case manager. The team should then discuss the student’s needs and review available data to determine whether AT is appropriate or if additional data needs to be collected to support a decision. When the team has collected sufficient data an IEP revision can occur to update the IEP teams decision. If AT is being included, the Supervisor of Special Education is responsible for providing approval ahead of the revision meeting.
During an IEP meeting:
High ticket item approvals:
Assistive technology (AT) is often discussed during IEP meetings. If the team has sufficient data to make a decision, the LEA present is responsible for approving AT during the meeting. If sufficient data is not available, the case manager should document that AT was discussed and that additional data is needed. This documentation must specify what data will be collected, who is responsible, and the timeline for collecting it and reconvening the team.
CCA maintains a stock of commonly used assistive technology (AT) items, which can be requested without additional approval. Requests for items not on this list require approval from the Director of Special Education for the learner’s program.
Common Items
Next Step
6. Document AT in the IEP
If AT is needed, the IEP should clearly specify:
AT may appear in:
Language :
Avoid vague wording like: “Access to technology as needed.” Instead specify: “Student will use text-to-speech software for grade-level reading assignments across content areas.”
Next Step
7. Monitor Effectiveness
The team should regularly review:
AT decisions are not permanent and should evolve with student needs.
Augmentative and Alternative Communication (AAC)
Augmentative and Alternative Communication (AAC) refers to methods and devices that support or replace spoken language for individuals who have difficulty communicating verbally. AAC can include simple systems like picture boards or communication books, as well as more advanced tools such as speech-generating devices and communication apps on tablets. The goal of AAC is to help individuals express their thoughts, needs, and ideas, and to participate more fully in school and social interactions.
When AAC is being considered, the process is supported by one of CCA’s Speech-Language Pathologists. Please use the link below to request a meeting and begin the evaluation process.
Here are common categories and examples:
Executive Function and Organization
Writing and Fine Motor Support
Sensory Regulation and Attention
Positioning and Physcial Access
Reading and Access Tools
Self-Care and Activities of Daily Living
Low-Tech vs. High-Tech AT
Comet's Closet
Comet's Closet makes some commonly used items available to all CCA learners. Before placing a request for a specialty item, check the closet!
Writing and Fine Motor Support
Writing and Fine Motor SupportTools that help students who struggle with handwriting, grip strength, coordination, or fatigue.
Assistive technology decision-making is a collaborative, student-centered process led by the IEP team to ensure that each learner has the tools needed to access and make progress in the curriculum. The team is responsible for considering assistive technology for every student with a disability, identifying barriers to participation, and selecting appropriate supports based on the student’s individual strengths, needs, and goals. By documenting, implementing, and regularly reviewing these supports, the IEP team ensures that assistive technology is effectively integrated to promote independence, engagement, and educational success.
Request Process
Once an AT tool is approved, the case manager (CM) completes the AT tool request form. The supervisor of special education reviews the form and either submits the request to Phillips for commonly stocked items or escalates it to the Director of Special Education for approval and ordering of non-stock items.
Link to JIRA form here
Self-Care and Activities of Daily LivingSupports independence with dressing, feeding, hygiene, and classroom routines.
Positioning and Physical AccessFor learners with physical disabilities, low muscle tone, poor posture, or limited mobility.
Executive Function and OrganizationHelpful for learners who struggle with planning, initiation, organization, or task completion.
The core legal question is: Does the student need AT to receive a Free Appropriate Public Education (FAPE)? The team asks: Can the student make meaningful educational progress without AT? Does AT increase independence, access, participation, or communication? Is AT necessary to implement the IEP goals/services? If yes, the AT must be provided.
Sensory Regulation and AttentionSupports for students who need help maintaining focus, regulating sensory input, or staying organized.
Reading and Access ToolsFor students whose needs affect visual tracking, fatigue, or physical interaction with text.
After the IEP team determines the appropriate assistive technology tools, the next step is to request and deliver them to the learner. At CCA, while the IEP team makes the decisions, additional teams handle the ordering and shipping process to ensure the tools are provided efficiently.
Low-Tech vs. High-TechAT is often classified this way:
High-Tech
Low-Tech
Mid-Tech
Assistive technology tools include a wide range of supports designed to help students access learning and participate more fully in school. These tools can include low-tech, hands-on supports, such as pencil grips, slant boards, adapted paper, visual schedules, graphic organizers, and highlighters, which help students with writing, organization, and focus. In addition, there are mid- to high-tech tools, such as audiobooks, text-to-speech software, speech-to-text programs, word prediction tools, communication devices, and tablets with specialized apps. Each tool—whether simple or advanced—is selected based on a student’s individual needs, with the goal of reducing barriers, increasing independence, and supporting meaningful participation and academic success in the classroom.
Assistive technology in the school setting refers to any tools, devices, or software that help students with disabilities access the curriculum, participate in classroom activities, and demonstrate their learning more effectively. These supports can range from simple aids, such as pencil grips or graphic organizers, to more advanced technologies like text-to-speech software, speech recognition programs, and communication devices. The primary goal of assistive technology is to remove barriers to learning, promote independence, and ensure equitable educational opportunities for all students. When thoughtfully integrated into instruction, assistive technology supports diverse learning needs and fosters greater engagement and success in the classroom. The IEP (Individualized Education Program) team plays a critical role in determining whether a student needs assistive technology and, if so, identifying the most appropriate tools and services. This responsibility is part of ensuring the student receives a Free Appropriate Public Education (FAPE) in the least restrictive environment.
Links to AT Form
Lorem ipsum dolor sit