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    At Considerations Guide - Austin

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    This assistive technology consideration guide documents an evaluation for a 6th grade student named Austin. The guide indicates Austin has IEP goals in reading. While current strategies are being used, they may not be adequate. The document outlines a plan to trial assistive technology solutions for reading, including who is responsible and completion dates. Following trials, the guide will be updated on outcomes and next steps.

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    At Considerations Guide - Austin

    Uploaded by

    api-283059216
    53 views3 pages
    This assistive technology consideration guide documents an evaluation for a 6th grade student named Austin. The guide indicates Austin has IEP goals in reading. While current strategies are being used, they may not be adequate. The document outlines a plan to trial assistive technology solutions for reading, including who is responsible and completion dates. Following trials, the guide will be updated on outcomes and next steps.

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    at considerations guide - austin

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    This assistive technology consideration guide documents an evaluation for a 6th grade student named Austin. The guide indicates Austin has IEP goals in reading. While current strategies are being used, they may not be adequate. The document outlines a plan to trial assistive technology solutions for reading, including who is responsible and completion dates. Following trials, the guide will be updated on outcomes and next steps.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    53 views3 pages

    At Considerations Guide - Austin

    Uploaded by

    api-283059216
    This assistive technology consideration guide documents an evaluation for a 6th grade student named Austin. The guide indicates Austin has IEP goals in reading. While current strategies are being used, they may not be adequate. The document outlines a plan to trial assistive technology solutions for reading, including who is responsible and completion dates. Following trials, the guide will be updated on outcomes and next steps.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 3

    Assistive Technology Consideration Guide

    Student: Austin
    Date: April 5, 2015

    Grade: 6
    Participants:

    School: Westbriar Elementary

    Part I - Does the student have IEP goals that require assistive technology solutions in any of these instructional areas? Check
    each relevant instructional area.
    Writing
    Spelling
    Reading
    Math
    Study/Organizational Skills

    Listening
    Oral Communication
    Activities of Daily Living
    Recreation, Leisure and Adaptive Play
    Positioning, Seating, and Mobility

    Computer Access
    Environmental Controls
    Other:

    Was one or more area identified?


    No There were no areas identified. - Consideration is complete
    Yes - Areas were identified - Go to Part II

    Does the student have IEP goals or accommodations in the area of reading?

    Does a student with a disability have difficulty reading print based material?

    Has the IEP team tested the student to determine if they might benefit from print material in alternate formats (Large
    Print, Braille, Electronic Text, Audio)?
    Yes
    No

    Yes

    No

    If yes to one or more of these questions, refer to AIM-VA materials and go to Part II.

    Virginia Department of Education (2011). Acknowledgment is given to the work of the Wisconsin Assistive Technology Initiative (WATI), Louisiana Department of Education, Division of Special
    Populations, Oregon Technology Access Program, and Brunswick County Schools, Brunswick, NC. in the development of this guide.

    Part II Complete the following chart for each area identified above.
    Instructional area and/or task that is difficult
    for the student

    Briefly list strategies, accommodations, or assistive technology currently being used


    in general education, special education, community, work, and home settings.

    Is the student able to complete tasks at his/her ability with any special strategies, accommodations or assistive technology already
    being used?
    Yes Current strategies are adequate and documented in students IEP. Consideration is complete.
    No There have been changes in the students functional or academic performance, or current strategies are NOT adequate and
    could require new assistive technology or a change in current AT (devices or services) provided Go to Part III
    Part III Complete the following section.
    Describe AT or service to be tried or modified

    Responsible person(s)/provider(s)

    Trials completed by when:

    Was trial(s) successful? (Yes/No) Describe action(s) to be


    taken

    Responsible person(s)/providers(s)

    By when:

    Complete this section following trial(s):

    Virginia Department of Education (2011). Acknowledgment is given to the work of the Wisconsin Assistive Technology Initiative (WATI), Louisiana Department of Education, Division of Special
    Populations, Oregon Technology Access Program, and Brunswick County Schools, Brunswick, NC. in the development of this guide.

    All assistive technology, including trials, needs to be documented. Please reference where you obtained your specific resource
    suggestions (T/TAC and/or AIM-VA):

    Virginia Department of Education (2011). Acknowledgment is given to the work of the Wisconsin Assistive Technology Initiative (WATI), Louisiana Department of Education, Division of Special
    Populations, Oregon Technology Access Program, and Brunswick County Schools, Brunswick, NC. in the development of this guide.

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