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The manual defines AT, explains categories and the AT continuum, and clarifies responsibilities tied to legally necessary AT, FAPE, and LRE. It details the AT process, including consideration, provision, implementation planning, and continuous progress monitoring. It also addresses documentation in IEPs, independent AT evaluations, ownership and funding, training and customization, and AT services during student transitions, including postsecondary planning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/illinois-assistive-technology-guidance-manual-2020-edition-535166/535166/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/illinois-assistive-technology-guidance-manual-2020-edition-535166/535166.png","ImageObject",300,407,{"name":92,"@type":93},"Damian","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the legal definition and goal of assistive technology in schools?","Question",{"text":112,"@type":113},"The manual explains the legal definition of AT, its goal, and how AT functions as a compensatory intervention. It also describes categories of AT and the AT continuum.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the AT process relate to IDEA requirements such as FAPE and LRE?",{"text":117,"@type":113},"The guidance covers the relationship between AT and FAPE, as well as AT and LRE. It also addresses LEA responsibilities for performance measures and when parents should be notified.",{"name":119,"@type":110,"acceptedAnswer":120},"What steps are involved in AT consideration, and how is AT documented in a student’s IEP?",{"text":121,"@type":113},"The manual provides a model for AT consideration, including reviewing current information and developing IEP goals. It specifies how teams document AT in the IEP and conduct AT evaluation or trials with data collection.","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},535166,1791657175,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"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":144,"read_time":145,"preview_page_count":4},137451208677,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Illinois Assistive Technology Guidance Manual 2020 Edition  \nThis manual was created in collaboration with Infinitecand made possible through a grant from the Illinois State Board of Education .  \nIllinois Assistive Technology Guidance Manual  \nTable of Contents  \nSETTING THE VISION FOR ASSISTIVE TECHNOLOGY IN SCHOOLS …0  \nCHAPTER 1 UNDERSTANDING ASSISTIVE TECHNOLOGY   1 WHAT IS THE LEGAL DEFINITION OF AT?   1  \nWHAT IS THE GOAL OF AT?   2  \nWHAT DOES IT MEAN THAT AT IS A COMPENSATORY INTERVENTION?   2  \nWHAT ARE THE CATEGORIES OF AT?   2 WHAT IS THE AT CONTINUUM?   3  \nHOW IS AT DIFFERENT FROM OTHER TECHNOLOGIES USED IN SCHOOLS?   3  \nWHAT ARE SCHOOLS’ RESPONSIBILITIES TO PROVIDE MEDICALLY NECESSARY AT?   4  \nWHAT ARE AT SERVICES?   5 Summary …5  \nCHAPTER 2 UNDERSTANDING AT REQUIREMENTS  \nWITHIN IDEA   6  \nWHAT ARE EXAMPLES OF AT SPECIAL EDUCATION, RELATED  \nSERVICES, AND SUPPLEMENTARY AIDS AND SERVICES?…7 WHAT IS THE RELATIONSHIP BETWEEN AT AND FAPE?   8  \nWHAT IS THE RELATIONSHIP BETWEEN AT AND LRE?   9 WHAT IS THE LEA’S RESPONSIBILITY TO DEVELOP PERFORMANCE  \nMEASURES WHEN THE IEP TEAM DETERMINES AT IS NEEDED?   9  \nWHEN SHOULD PARENTS BE NOTIFIED ABOUT THE IEP TEAM’S REQUIREMENT TO CONSIDER AT FOR THEIR CHILD?   9  \nCHAPTER 3 UNDERSTANDING HOW AT RELATES TO OTHER  \nEDUCATIONAL MANDATES AND INITIATIVES   11 HOW DOES AT RELATE TO THE ILLINOIS LEARNING STANDARDS?..11  \nHOW DOES AT RELATE TO ACCESSIBLE INSTRUCTIONAL MATERIALS (AIM)?…11  \nHOW DOES AT RELATE TO UNIVERSAL DESIGN?   11  \nHOW DOES AT RELATE TO DIFFERENTIATED INSTRUCTION?   12 HOW DOES AT RELATE TO MULTI-TIERED SYSTEMS OF SUPPORT?   13  \nHOW IS AT ADDRESSED UNDER SECTION 504 OF THE REHABILITATION ACT OF 1973?   13  \nHow can an IEP team judge its Section 504 processes for including AT?…14  \nSummary …14  \nCHAPTER 4 UNDERSTANDING THE AT PROCESS   15 CONSIDERATION OF AT   15  \nPROVISION OF AT   15  \nIMPLEMENTATION OF AT   16 PERFORMANCE MONITORING OF AT USE   16 Summary …16  \nCHAPTER 5 AT PROCESS: UNDERSTANDING AT CONSIDERATION  \n…17  \nA MODEL FOR AT CONSIDERATION   17 Review current information about student   18 Develop IEP goals and objectives …19  \nCan the student meet IEP goals and objectives and make reasonable progress in the  \ncurriculum without any technology-based compensatory supports?…19  \nDoes the IEP team have the knowledge and skills necessary to make this  \ndecision?   19  \nDOCUMENT EVIDENCE TO SUPPORT THIS CONCLUSION AND ANY  \nACCOMMODATIONS OR MODIFICATIONS THAT ARE NECESSARY  \nOR WHETHER THE STUDENT DOES NOT NEED AT AT THE TIME OF  \nTHIS IEP MEETING   20  \nCollect more information or seek assistance from person or team with necessary  \nknowledge and skills …20  \nIs the student currently using AT?…21 Is the AT working?…21  \nDocument AT in the IEP   21 Conduct an AT evaluation   21  \nWHO IS INVOLVED IN AN AT CONSIDERATION?   21  \nWHAT ARE THE DIFFERENCES BETWEEN AT CONSIDERATION, AT  \nASSESSMENT AND AT EVALUATION?   22  \nWHO MAY CONDUCT OR BE INVOLVED IN AN AT ASSESSMENT OR  \nAT EVALUATION?   23  \nWHAT ACTIVITIES ARE PART OF AN AT ASSESSMENT AND AN  \nAT EVALUATION?   23 Task-demand analysis …23 Feature-match analysis …25 Tool-demand analysis …26  \nAT trials and data collection   27  \nWHAT ARE CULTURAL AND LINGUISTIC FACTORS THAT MAY BE CONSIDERED IN AN AT ASSESSMENT?   27  \nHOW IS AT DOCUMENTED IN A STUDENT’S IEP?   28 SHOULD COST BE A FACTOR WHEN CONSIDERING AT?   31 CAN PARENTS OR GUARDIANS REQUEST AN INDEPENDENT AT  \nEVALUATION?   31  \nWhat components might be included in an independent AT evaluation?   31  \nMust schools consider parents’ AT evaluations?…32  \nHOW CAN A TEAM JUDGE THE QUALITY OF ITS AT PROCESSES?   32  \nSummary …32  \nCHAPTER 6 AT PROCESS: UNDERSTANDING THE EDUCATIONAL AGENCY’S REQUIREMENT TO PROVIDE AT …33  \nWHO OWNS THE AT WHEN IT IS PURCHASED BY THE SCHOOL?   33  \nCAN SCHOOL-OWNED AT BE USED IN HOME SETTINGS?   33 CAN FAMILY INSURANCE BE USED TO PAY FOR AT?   33 WHAT SHOULD SCHOOLS DO IF A FAMILY CHOOSES TO PURCHASE  \nAT FOR USE IN","cbCair2B9cMlJDL0","https://ap.wps.com/l/cbCair2B9cMlJDL0","pdf",959271,194,"English","# Setting the Vision for Assistive Technology in Schools\n## Chapter 1 Understanding Assistive Technology\n## Chapter 2 Understanding AT Requirements Within IDEA\n## Chapter 3 Understanding How AT Relates to Other Educational Mandates and Initiatives\n## Chapter 4 Understanding the AT Process\n## Chapter 5 AT Process: Understanding AT Consideration\n## Chapter 6 AT Process: Understanding the Educational Agency’s Requirement to Provide AT\n## Chapter 7 AT Process: Understanding AT Implementation\n## Chapter 8 AT Process: Understanding Continuous Progress Monitoring of AT Use\n## Chapter 9 Understanding AT Services in the Context of Transitions","[{\"question\":\"What is the legal definition and goal of assistive technology in schools?\",\"answer\":\"The manual explains the legal definition of AT, its goal, and how AT functions as a compensatory intervention. It also describes categories of AT and the AT continuum.\"},{\"question\":\"How does the AT process relate to IDEA requirements such as FAPE and LRE?\",\"answer\":\"The guidance covers the relationship between AT and FAPE, as well as AT and LRE. It also addresses LEA responsibilities for performance measures and when parents should be notified.\"},{\"question\":\"What steps are involved in AT consideration, and how is AT documented in a student’s IEP?\",\"answer\":\"The manual provides a model for AT consideration, including reviewing current information and developing IEP goals. It specifies how teams document AT in the IEP and conduct AT evaluation or trials with data collection.\"}]","Illinois Assistive Technology Guidance Manual - 2020 Edition | PDF",1791599859,489]