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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  \nWHAT IS THE LEA’S RESPONSIBILITY TO DEVELOP PERFORMANCE MEASURES 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 HOW 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 Summary …14  \nCHAPTER 4 UNDERSTANDING THE AT PROCESS   15  \nCONSIDERATION OF AT   15 PROVISION OF AT   15 IMPLEMENTATION OF AT   16  \nPERFORMANCE MONITORING OF AT USE   16 Summary …16  \nCHAPTER 5 AT PROCESS: UNDERSTANDING AT CONSIDERATION   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 curriculum without any technology-based compensatory supports?…19  \nDoes the IEP team have the knowledge and skills necessary to make this decision?   19  \nDOCUMENT EVIDENCE TO SUPPORT THIS CONCLUSION AND ANY ACCOMMODATIONS OR MODIFICATIONS THAT ARE NECESSARY OR WHETHER THE STUDENT DOES NOT NEED AT AT THE TIME OF THIS IEP MEETING   20  \nCollect more information or seek assistance from person or team with necessary knowledge and skills …20  \nIs the student currently using AT?…21 Is the AT working?…21  \nDocument AT in the IEP   21  \nConduct an AT evaluation   21  \nWHO IS INVOLVED IN AN AT CONSIDERATION?   21  \nWHAT ARE THE DIFFERENCES BETWEEN AT CONSIDERATION, AT ASSESSMENT AND AT EVALUATION?   22  \nWHO MAY CONDUCT OR BE INVOLVED IN AN AT ASSESSMENT OR AT 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  \nSHOULD COST BE A FACTOR WHEN CONSIDERING AT?   31  \nCAN PARENTS OR GUARDIANS REQUEST AN INDEPENDENT AT EVALUATION?   31  \nWhat components might be included in an independent AT evaluation?…31 Must schools consider parents’AT evaluations?…32  \nHOW CAN A TEAM JUDGE THE QUALITY OF ITS AT PROCESSES?   32 Summary …32  \nCHAPTER 6 AT PROCESS: UNDERSTANDING THE  \nEDUCATIONAL AGENCY’S REQUIREMENT TO PROVIDE AT   33 WHO 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  \nWHAT SHOULD SCHOOLS DO IF A FAMILY CHOOSES TO PURCHASE AT FOR USE IN A CHILD’S EDUCATI","cbCaiuwXoi5gFUEq","https://ap.wps.com/l/cbCaiuwXoi5gFUEq","pdf",552900,114,"English","# Setting the Vision for Assistive Technology in Schools\n# Chapter 1 Understanding Assistive Technology\n## What is the Legal Definition of AT?\n## What is the Goal of AT?\n# Chapter 2 Understanding AT Requirements Within IDEA\n## Examples of AT in Special Education\n## Relationship between AT and FAPE\n# Chapter 3 Understanding How AT Relates to Other Educational Mandates and Initiatives\n## AT and Illinois Learning Standards\n## AT and Universal Design\n# Chapter 4 Understanding the AT Process\n## Consideration, Provision, Implementation\n## Performance Monitoring of AT Use\n# Chapter 5 AT Process: Understanding AT Consideration\n## Model for AT Consideration\n## Differences between AT consideration, assessment and evaluation\n# Chapter 6 AT Process: Understanding the Educational Agency’s Requirement to Provide AT\n## Ownership and funding of AT\n## Insurance and damaged AT\n# Chapter 7 AT Process: Understanding AT Implementation\n## Implementation planning and responsibilities\n## Training and customization\n# Chapter 8 AT Process: Understanding Continuous Progress Monitoring of AT Use\n## Progress monitoring outcomes","[{\"question\":\"What is the legal definition and goal of assistive technology (AT) in schools?\",\"answer\":\"The manual explains AT’s legal definition and its intended goal in the school setting, including how AT supports student access and participation.\"},{\"question\":\"How does the IEP team determine when AT is needed under IDEA?\",\"answer\":\"The manual describes the AT consideration process, including reviewing current information, developing IEP goals and objectives, collecting additional evidence, and documenting AT in the IEP when necessary.\"},{\"question\":\"What responsibilities and steps are involved in AT implementation and ongoing monitoring?\",\"answer\":\"The manual outlines who is responsible for implementation, planning tasks and tools/strategies, training, maintenance and customization, and progress monitoring outcomes for AT use.\"}]","Illinois Assistive Technology Guidance Manual - 2020 Edition | PDF",1791599857,287]