Resources for Implementation
Assistive technology (AT) implementation can often be overlooked once teams have determined the best AT support or device to meet a student's learning needs. This page includes links to lesson activities, plans and demonstrations of evidence-based practices of AT implementations. The QIAT consortium provides many resources regarding implementation to help special education professionals plan and implement AT. The indicators for AT implementation are listed below with some evidence of each indicator described to help teams plan AT implementation. Additionally, the QIAT resource bank includes lesson plans and templates to help teams get started.
The QIAT, Quality Indicators for Assistive Technology, includes seven indicators for AT implementation. On the QIAT website, educational teams can access rubrics to use to evaluate implementation, assessment, professional development, and many more. See QIAT Indicator Rubrics here.
The QIAT suggests these indicators must be present for a quality assistive technology implementation:
1. AT implementation proceeds according to a collaboratively developed plan.
2. AT is integrated into the curriculum and daily activities of the student across environments.
3. Persons supporting the student across all environments in which the AT is expected to be used share responsibility for implementation of the plan.
4. Persons supporting the student provide opportunities for the student to use a variety of strategies–including AT–and to learn which strategies are most effective for particular circumstances and tasks.
5. Training for the student, family and staff is an integral part of implementation.
6. AT implementation is initially based on assessment data and is adjusted based on performance data.
7. AT implementation includes management and maintenance of equipment and materials.
In each area, the QIAT indicator matrix lists evidence that these criteria have been met in an AT implementation. When looking at the indicators, plans that have shared responsibility for AT, include parent collaboration, infuse AT throughout the school day, and plan for ongoing staff, student and family training are on the road to effective AT implementations.
Below are some resources to help support implementation in classrooms:
Jim Sandstrum, MA
This document outlines a list of resources for Note Taking covered in the April 2020 SWAAAC Conversations webinar.
The POWER:AAC modules are intended to build the capacity of school personnel to improve communication skills and provide flexible, generative vocabulary for students who need or use AAC.
“My passion is to remove the obstacles to learning for all students and these free tools offer opportunities for struggling learners that promote academic success. When material is digital or electronic, it is flexible and accessible. It is our responsibility as educators to provide materials that promote success. Please encourage all educators to consider using these free tools.”
Developed by Paul Visvader and the BVSD Assistive Technology Team
Developed by Daniel Cochrane, this interactive online tool is designed to help guide IEP teams through the processes of AT Consideration, conducting trials and implementation.
The DLM has many rich instructional resources to help special education teams plan and implement communication, literacy and math instruction for students with complex communication needs and/or multiple disabilities.
Offers a platform for makers (engineers, hobbyists, students, corporations, etc.) to volunteer their time to make an access solution from their projects library. People with disabilities, their family members, or disability professionals can request a project that they feel will help address a person’s barriers. The website features low cost projects, made and submitted by Makers who care.
QIAT-PS is a set of quality indicators in five content areas for Assistive Technology (AT) in Post-Secondary education. The Campus Self-Evaluation Matrix tool is a way to measure AT service delivery and an excellent method for institutional self-study to improve AT services at your school.
This rich resource includes a library of online books with embedded supports for students and their communication partners to engage in meaningful shared reading experiences. Be sure to also explore the professional development and Evidence Based Practice bibliography.
Developed by the DCSD Assistive Technology Team
Developed by Maureen Melonis, M.N.S., CCC-SLP