Chapter 10 – Planning and Implementing Assistive Technology

Assistive technology is a vital tool for accessing education for individuals with disabilities. The Individuals with Disabilities Education Act (IDEA; 2004) mandates that local education agencies ensure that assistive technology devices and services are available to children with disabilities if required to help students to access education or benefit from their educational programs. These devices or services for children in K-12 may be embedded in the Individualized Education Program (IEP). According to IDEA, assistive technology is “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 the functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted, or the replacement of such device.” Assistive technology services include “any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device.” Throughout this chapter we discuss the importance of planning and utilizing assistive technology for children with disabilities, specifically in K-12.

Although we often associate assistive technology with electronic devices, any tool can be assistive technology if it improves the functional capability of a student with a disability. Assistive technology is described on a spectrum with low-, mid-, and high-tech options (Bouck, 2017). Low-tech options require no power source, are generally easy to use, require low maintenance, and may be readily available in school and community settings. Examples of low-tech assistive technology include sticky notes, pencil grips, highlighter tape, wobble seat cushions, and paper-based communication boards. Mid-tech assistive technology may require a power source (often a battery), some training, and maintenance throughout the life’s-span. Examples of mid-tech assistive technology include switches, digital recorders, and reading pens. High-tech items usually have a power source, have a more significant learning curve, and will require maintenance or updates throughout the lifespan. Examples of high-tech assistive technology include magnification software, text-to-speech applications, and power wheelchairs. Given the wide array of assistive technology options, and the diverse abilities and interests of students who may benefit from assistive technology, it is crucial to have systematic processes for technology recommendations to make sure they will be effectively utilized by students. Fortunately, some research-supported assistive technology frameworks and other resources exist to guide teams in making the best decisions for students.

Assistive Technology Decision Making

The Student, Environments, Tasks, and Tools (SETT) Framework developed by Joy Zabala in 1995 is one of the most widely used tools for assistive technology assessment and decision making (Hollingshead et al., 2021). According to Zabala, the framework is a “flexible tool that makes concerns-identification and solution-seeking processes accessible to all” (2010, p. 2). It provides a structure for considering student needs, contextual factors, and activity demands, as well as the many tools and services available for support. Assessment and planning with the SETT Framework is intended to be collaborative, engaging the student, family members, and educators who have knowledge of the student, curricular expectations, and technology. Hollingshead et al. (2021) identified the following considerations for team discussion within the SETT acronym:

Student – What are the student’s strengths and weaknesses in academic content areas and/or activities of daily living (i.e., self-care tasks)? How might vision, hearing, and gross or fine motor skills impact educational access? What are the students strengths and needs related to communication?

Environment – How does the physical arrangement of the classroom (or other learning spaces) support or impede the student’s educational access? What materials and equipment are frequently used by all students? What type of instructional groupings (whole group, small group, stations) are used?

Tasks – What tasks are students in the class expected to perform? What tasks are essential for access and progress?

Tools – What tools are currently being used to provide educational access? What other tools might help?

While SETT alludes to an assessment process, it doesn’t fully detail how a team might collect the needed information. One widely used assistive technology assessment process was developed by the Wisconsin Assistive Technology Initiative (WATI). WATI developed and published a step-by-step Procedure Guide for Assistive Technology (2017), which is available for free on the organization’s website (www.wati.org). The WATI process integrates SETT and outlines twelve specific assessment steps that guide teams through preparing for the assessment, gathering information, making collaborative decisions, and conducting implementation trials.

The Virginia Department of Education (VDOE)  developed a consideration, assessment, and implementation process that integrates SETT and WATI with the nationally recognized Quality Indicators for Assistive Technology (QIAT, 2024). The Virginia Assistive Technology, Tools, and Strategies (VATTS; 2022) is designed to assist IEP teams in maintaining compliance with regulations related to assistive technology devices and services in Virginia. The VATTS: Consideration and Assessment Guidance Document (n.d.) provides detailed guidance about use of the VATTS. Of note, the VATTS guidance document emphasizes the difference between consideration and assessment. Consideration is required at every IEP meeting and is intended to be a brief discussion about whether the student may require new or continued use of assistive technology to benefit from their education. Assistive technology consideration uses existing data to address questions posed by the SETT framework. An assistive technology assessment is a more detailed collaborative process that requires the inclusion of at least one evaluator with specialized knowledge related to assistive technology and assessment. As with all special education assessments in Virginia, informed parent consent is required before team members can collect new data from measures that are not used with all students. The VATTS walks teams through consideration, assessment, and the development of an implementation plan.

Ensuring High-Quality Assistive Technology Services

During the development of the SETT framework, researchers studying assistive technology recognized a need to define quality indicators for assistive technology assessment and implementation (QIAT Leadership Team, 2012). Through collaborative efforts, the Quality Indicators for Assistive Technology (QIAT) were developed and subsequently validated through Zabala’s dissertation research in 2003. The QIAT identifies ideal practices (and common errors) associated with the assistive technology implementation. As noted previously, the QIAT influenced the development of the VATTS. When using QIAT school and division leadership teams self-evaluate eight practices related to assistive technology (QIAT, 2024). These practices are as follows:

1. 1. Consideration of Assistive Technology Needs – Quality implementation of assistive technology involves considering devices and services for all students with disabilities through a collaborative decision making process engaging the IEP team. The team makes decisions about assistive technology based on the student’s goals and access to the curriculum informed by SETT data.
   2. Assessment of Assistive Technology Needs – A collaborative and knowledgeable team consistently applies a well-defined set of assessment procedures, including functional assessment in the student’s typical environments to identify needs and make recommendations. Re-evaluation occurs whenever there is evidence that a student’s needs are no longer being met by current assistive technology tools or services.
   3. Assistive Technology in the IEP – The school division or local education agency has guidelines and processes for documenting assistive technology requirements in the IEP. Documentation includes assistive technology tools and any services needed to achieve the student’s goals.
   4. Assistive Technology Implementation – Assistive technology is consistently and systematically integrated into the curriculum and daily activities across settings guided by a collaboratively developed plan. All individuals who support the student in settings where the technology may be used share responsibility for implementation. The student, family members, and educators receive appropriate training to support implementation.
   5. Evaluate the Effectiveness of Assistive Technology – Team members share responsibility for collecting data across environments and interpreting the data to evaluate the effectiveness of a student’s assistive technology and make changes, as needed.
   6. Assistive Technology in Transition – Plans for post-secondary transition address assistive technology needs in ways that empower the student. Assistive technology  requirements for post-secondary settings (e.g., college, trade school, career, community) are identified and addressed through consideration of equipment, training, and funding needs.
   7. Administrative Support for Assistive Technology – The local education agency has written procedures that ensure equitable access to assistive technology for all students with disabilities and the procedures are broadly disseminated. The local education agency includes assistive technology needs in fiscal planning and provides learning opportunities for staff, family members, and students.
   8. Assistive Technology Professional Development – Comprehensive professional development is offered to support school team members during assistive technology consideration, assessment, and implementation. The effectiveness of professional development is monitored by evaluating the impact on student performance.
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Assistive Technology Consideration, Assessment, and Implementation Planning in Action

Any student who receives special education services may require assistive technology as part of their IEP. As noted previously, IEP teams are required to consider if a student requires assistive technology to access their education at every IEP meeting (VDOE, 2020). In the consideration phase, the IEP team begins with a discussion of the students characteristics, educational environment (academic and non-academic), tasks required for learning and access, and any instructional or assistive technology tools that the student may already be using (i.e., the elements of SETT). The purpose of the consideration discussion is to determine if assistive technology is needed for the student to access to the curriculum and educational environment or to benefit from their educational program. The team may determine that no assistive technology is needed, existing assistive technology is effectively meeting student needs, or additional assistive technology tools or services are needed. If the team discussion results in the identification of an assistive technology need, those tools or services can be added to the IEP. If the consideration discussion reveals a need for more information to understand what the student may need, the team may request an assistive technology assessment.

School divisions have varying processes for conducting formal assistive technology assessments, all of which should begin with obtaining informed parent consent for the evaluation. The assistive technology assessment involves gathering new information from various sources, such as teachers, parents, specialists, and the student. In many school divisions, the assistive technology assessment is conducted or facilitated by an assistive technology specialist. The assessment is intended to identify challenges that the student may be experiencing with their instruction or school environment, specifically with needs and abilities. This information helps the team understand what particular skills may need to be supported, as well as skills the student have that can be built upon. Some skills that are frequently addressed through assistive technology include communication, reading, writing, and math. However, assistive technology can be used to address many other areas of need such as sensory differences, executive functioning, auditory processing, vocational skills, daily living skills, and more (VDOE, n.d.).

Once the data are gathered from the assistive technology assessment, a collaborative team meets to discuss findings and recommendations, then develop goals and an implementation plan. The goals from an assistive technology plan will be integrated into the IEP to best support the student. In some cases, “assistive technology goals” will be specific to a student learning and implementing assistive technology. However, a better and more integrative practice is for the team to consider how assistive technology can be embedded to support existing standards-based IEP goals. In either case, goals should be measurable, observable, and objective. An example of a goal that integrates assistive technology with the fourth-grade English Standards of Learning might state that the student will use assistive technology to embed content-specific vocabulary and vivid word choice in four out of five final writing samples across content areas. Goal setting is a valuable part of the plan because it allows all team members to identify the assistive technology that may be needed and evaluate progress toward mutually agreed upon outcomes.

Once goals have been developed, the team collaborates to identify the technology that is best suited to the goal, the student’s needs, and the environment. Specialists will work to comb through the technology options and identify matches to the needs of the student. In the case of the content-specific vocabulary and vivid word choice goal, the team might consider an electronic thesaurus or speech-to-text application. Team discussion of the student’s characteristics and the context in which the student would be expected to perform the skill would assist the team in determining which technology to use. It can also be helpful to try different options with the student to determine which options are most effective and acceptable. Bugaj (2018) advocates listing any assistive technology the student requires in the accommodations portion of the IEP, even if it is readily available and used universally in the current setting. This ensures that the student will have access to the needed support if they move to a different setting.

Once goals and tools are identified, it is important to ensure that everyone involved knows how and when to utilize the assistive technology. It is imperative that training is delivered for the student and any staff who work with the student in situations where the technology may be used. Training is needed to understand how the technology works, how, when, and why the student can use it, and how it can help reach IEP goals. Beyond the initial training, ongoing training and support may be needed as there may be technology updates or new staff working with the student. Training should be offered in a variety of ways to make sure the student is getting the most out of the technology. Training can be offered through videos, written guides, or hands-on sessions. These different types of training allow students, educators, and family members to have access in varied ways, increasing the likelihood that the assistive technology will be used across settings.

The final phase of planning and implementing assistive technology is monitoring and adjusting. Monitoring will involve checking the student progress towards the IEP goals and ensuring that accommodations and modifications are in place. If IEP goals are met then new goals can be developed so a student can continue to improve their skills with current or new assistive technology. If goals are not met, more training on the AT devices may be needed for the student to use the technology effectively, or the team may need to reconsider the technology that is needed. When an adjustment is necessary, the process should start over again to assess what is needed and identify what technology would be best. Adjustments will likely be needed as the student progresses through the K-12 system and as technology continues to change and expand. In addition, the technology might become more high-tech through different grade levels as the tasks and expectations become more complex.