Renee Funes

EDUT 521
Concordia University
Professor Brown

IEP Process for AT

IEPs, communication, and Low-Incidence disabilities
Steps in the IEP
Process

Here are five important steps to the IEP process. Click on each to read
more from UnderstandingSpecialEducation.com website:
1. Referral for a Special Education Evaluation
2. Evaluation
3. Determining Eligibility
4. Writing the Individual Education Program
5. The IEP Meeting

What is Assistive
Technology
according to IDEA
*Individuals with
Disabilities
Education Act
(IDEA)

The Laws regarding

ATs for IEPs

IDEA defines Assistive Technology as: ...any item, piece of equipment

or product system, whether acquired commercially off the shelf,
modified, or customized, that is used to increase, maintain, or improve
functional capabilities of individuals with disabilities.
[20 U.S.C. Chapter 33, Section 1401 (25)].
Did you know?
Special Education Law further defines Assistive Technology in terms of
both devices and services
IDEA 2004 stipulates the IEP team must consider special factors
including whether the child needs assistive technology devices and
services. (Sec. 300.324)*
Minimal compliance is documenting in the IEP the response to the
statement Does the child need assistive technology devices and
services?*
* Assistive Technology Planner, From IEP Consideration to Classroom Implementation, Dr.
Cheryl Wissick and Dr. Elizabeth Bagley

US Department of
Education/ Guide to
IEPs

Consideration for
Click below to see PDF:
Assistive Technology http://www.ocali.org/up_doc/AT_Resource_Guide_4.pdf
in the IEP
presentation

Signs of Learning
Disabilities

The following are signs of Learning Disabilities from

UnderstandingSpecialEducation.com website:
Trouble learning the alphabet, rhyming words, and
connecting letters to sounds.
Making many mistakes when reading aloud
Not understanding what they are reading
Awkward pencil grip and poor handwriting skills
Trouble understanding jokes and sarcasm
Trouble following multiple directions
Trouble organizing thoughts and what they want to say
Not following social rules of conversation
Confusing mathematical symbols and numbers
Not being able to tell a story in order
Not knowing where to begin a task
Emotional and/or social issues
Trouble sleeping or getting along with family

High Incidence

High-incidence disabilities include:

Disabilities

communication disorders (speech and language

impairments)
specific learning disabilities (including attention deficit
hyperactivity disorder [ADHD])
mild/moderate mental retardation
emotional or behavioral disorders

http://aim.cast.org/learn/historyarchive/backgroundpapers/promise_of_udl/what_l-i_d#.VRtx4t7SLn0

Low Incidence
Disabilities

Low-incidence disabilities include:

blindness
low vision
deafness
hard-of-hearing
deaf-blindness
significant developmental delay
complex health issues
serious physical impairment
multiple disability
autism

http://aim.cast.org/learn/historyarchive/backgroundpapers/promise_of_udl/what_l-i_d#.VRtx4t7SLn0

Assistive Technology Assistive Technology Categories from http://www.parentprojectmd.org

Categories
Reading
Learning/Studying
Math
Written Expression
Motor Aspects of Writing
Computer Access
Communication
Positioning & Seating
Vision
Hearing
Recreation
Mobility
Activities of Daily Living
Control of the Environment
Assistive Technology Assistive Technology Continuum according to

Continuum

http://www.parentprojectmd.org