Assistive Technology Assessment is a team process. There are many approaches to evaluating student learning need and benefits of assistive technology (AT) in supporting those learning needs. This page will provide an overview of evaluation and referral steps that can be used by special education teams or AT team coordinators to plan, implement and follow up with AT needs and student progress.
Overview of the Assessment Process
The steps included in the Assessment Process:
Identification of Needs
Identification of Desired Outcomes
Revisit Desired Outcomes ➔ a. If outcomes are met, go to Step 8➔ b. If outcomes are not met, go back to Step 3
Procurement of Device
Follow Up/Follow Along
For more information on AT Assessment, see the AT Assessment resources available under SWAAAC Foundations.
Assistive Technology is an On-Going, Dynamic Process
AT teams may choose to have a written report documenting steps or their AT referral process and/or Assessment to help guide their collaborative work with school-based special education teams. The referral process through AT Assessment and Implementation includes:
Pre-entry- Introduction at special education team meetings or providing online AT resources, etc.
Entry- Referral of student needing AT/AAC
Gathering information- AT referral checklists, i.e. see WATI below for comprehensive set of checklists, student observations, meetings with team members, parent interviews
Defining the problem- Analyzing the AT referral checklists and providing team feedback from observations or student assessments
Determining solutions- trialing device AT/AAC plan, organizing how teams will collect trial data, providing how to guides for AT/AAC devices and/or procedures
Stating objectives- AT Plan collaboratively agreed upon with special education team
Implementing plan- data collection, co-teaching, AT team supported training
Evaluating plan- analyze data collected, new trials started when evaluating multiple devices
Ongoing consultation goals- continuation of consultative goals and building on AT/AAC use*
Re-evaluate and Revise with changes in the student, the envirnoment, the tasks, and/or Tools
*Student AT abandonment is often due to lack of ongoing use and consultation. Teams may initially follow steps and implement the AT Plan, but taper off once a device or support has been found beneficial. This lack of on-going support often results in students discontinuing their use of AT. If special education teams include plans for ongoing support and follow-up they can prevent this negative student outcome.
Assessment Resources for Assistive Technology
"Got Switch, What's Next": Establishing Switch Access, Assessing Cognition and Communication, and Implementing a Training Curriculum for Individuals Who Use SwitchesBy Rosemary Bogart & Paul Visvader