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It offers a framework for IEP teams to consider assistive technology using an ongoing, step-by-step decision process that reviews abilities, prior attempts, evidence, and available resources. 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It also addresses whether this is different from an evaluation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the main steps for IEP teams to consider assistive technology?",{"text":117,"@type":113},"The process reviews what the child cannot do due to a disability, what has already been tried, whether current intervention is working, and the evidence behind current interventions. Teams then discuss previous attempts and duration, confirm necessary knowledge and resources, develop a team plan with added assistance as needed, and treat the consideration as ongoing.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the guide help teams decide whether a technology solution is educationally necessary?",{"text":121,"@type":113},"It stresses that teams must determine what is educationally necessary for the child to receive an appropriate education. Instead of adopting tools automatically (e.g., a laptop for learning disabilities), the team must ask whether the device is essential or whether other solutions such as word lists or a hand-held spell checker would work.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},271539,1789460831,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","ED 439561  \nAUTHOR  \nTITLE  \nINSTITUTION  \nISBN  \nPUB DATE  \nNOTE  \nAVAILABLE FROM  \nPUB TYPE  \nEDRS PRICE  \nDESCRIPTORS  \nABSTRACT  \nDOCUMENT RESUME  \nEC 307740  \nChambers,A.C.  \nHas Technology Been Considered?A Guide for IEP Teams.  \nCASE/TAM Assistive Technology Policy and Practice Series.  \nCouncil of Administrators of Special Education,Inc.;  \nCouncil for Exceptional Children,Reston,VA.  \nISBN-0-86586-298-2  \n1997-00-00  \n57p.  \nCouncil of Administrators of Special Education,Inc.,615  \n16th St.,N.W.,Albuquerque,NM 87104(Order No.AT-12).  \nTel:505-243-7622.  \nGuides -Non-Classroom(055)  \nMF01/PC03 Plus Postage.  \n*Assistive Devices(for Disabled);Decision Making;  \n*Disabilities;Educational Legislation;Elementary Secondary  \nEducation;*Evaluation Methods;*Federal Legislation;  \nHandwriting;*Individualized Education Programs;Mathematics  \nInstruction;Policy Formation;Reading Strategies;School  \nResponsibility;*Student Needs;Teamwork;Writing Strategies  \nThis guide compiles information essential to a workingknowledge of assistive technology for children with disabilities.It  \naddresses the definition of assistive technology and provides information onlaws which direct the provision of assistive technoiogy.The manual providesa framework to guide the Individualized Education Program(IEP)tean as theyconsider the use of assistive technology with a child who has exceptionaleducation needs.Steps in consideration include:(1)review what the childshould be able to do and is unable to do because of a disability;(2)reviewwhat has been tried to meet the need;(3)decide whether current interventionis working;(4)review evidence on current interventions;(5)discuss whathas been tried and for how long;(6)decide whether the team has the  \nknowledge and resources necessary to continue to meet the need;(7)develop aplan as a team with additional assistance as needed;and(8)remember thatconsideration is an ongoing process.Examples are provided which move fromno-tech to low-and high-tech interventions for students in different skillareas such as written expression,mathematics,handwriting difficulties,andreading difficulties.Alist of additional resources on assistive technologyis provided.(CR)  \n\n| Reproductions supplied by EDRS are the best that can be made  \u003Cbr>from the original document.   |\n| --- |\n\nHas  \n# TechnologyBeenConsidered?\n\nA Guidefor IEP Teams  \nu.S.DEPARTMENT DF EDUCATIONNATIONAL INSTITUTE OFEDUCATIONEDUCATIONAL RESOURCES INFORMATIONCENTER(ERIC)  \nD This document has been reproduced asreceived from the person or organizationoriginating it.  \n□ Minor changes have been made to improvereproduction quality.        \n● Points of view or opinions stated in this docu-ment do not necessaiy representoficial NIEposition or policy.  \nEC307740  \nCASE/TAMAssistive TechnologyPolicy &PracticeSeries  \nPERMISSION TO REPRODUCE AND  \nDISSEMINATE THS MATERIAL HAS  \nBEEN GRANTED BY  \nTO THE EDUCATIONALRESOURCESINFORMATION CENTER(ERIC)  \n2  \nPublished by the Council of Administrators of Special Education and theTechnology and Media Division of The Council for Exceptional ChildrenVirginia  \nCopyrightC1997by the CASE/TAMAssistive Technology Policy andPractice Group.All rights reserved.No part of this publication maybe reproduced or transmitted in any form or by any means,electronic or mechanical,including photocopy,recording,or anyinformation-and-retrieval system,without permission from theauthor.  \nPrinted in the United States ofAmerica.  \n# Ordering Information\n\nAdditional copies of this publication and others in the CASE/TAMAssistive Technology Policy and Practice Series may be ordered from:  \nThe Council ofAdministrators of Special Education,Inc.61516th Street,NWAlbuquerque,NM 87104(505)243-7622Order NumberAT-12  \n4  \n# reface\n\nThe law states that all children identified as having an exceptionaleducation need must be considered for assistive technology,yet there have beenno guidelines provided in the Individuals with Disabilities Education Act(IDEA)which c","cbCaidx33IakuRZ4","https://ap.wps.com/l/cbCaidx33IakuRZ4","pdf",1382559,58,"English","# Reface\n## Understanding the legal requirement for consideration\n## Key questions about what consideration means\n## Assistive technology framework for IEP teams\n## Deciding educational necessity and selecting solutions\n## Limits of technology and agreement on goals and success criteria","[{\"question\":\"What questions should an IEP team answer during the assistive technology consideration process?\",\"answer\":\"The guide emphasizes defining what “consideration” means and establishing how to know whether a child has been considered for assistive technology. It also addresses whether this is different from an evaluation.\"},{\"question\":\"What are the main steps for IEP teams to consider assistive technology?\",\"answer\":\"The process reviews what the child cannot do due to a disability, what has already been tried, whether current intervention is working, and the evidence behind current interventions. Teams then discuss previous attempts and duration, confirm necessary knowledge and resources, develop a team plan with added assistance as needed, and treat the consideration as ongoing.\"},{\"question\":\"How does the guide help teams decide whether a technology solution is educationally necessary?\",\"answer\":\"It stresses that teams must determine what is educationally necessary for the child to receive an appropriate education. Instead of adopting tools automatically (e.g., a laptop for learning disabilities), the team must ask whether the device is essential or whether other solutions such as word lists or a hand-held spell checker would work.\"}]","Has Technology Been Considered? - A Guide for IEP Teams | PDF",146]