How to Document AT in the IEP

The “Documenting AT on the IEP” worksheet will prompt you through several questions that will help you figure out possible places to document AT on the IEP.

 

There are several ways in which AT may be meaningfully included in the IEP. All are equally legal and equally binding. When IEPs are well written, participants who use the information to implement the student’s program understand what AT is to be available, how it is to be used, and under what circumstances. 

 

Regardless of where specific information is located, IEP teams must respond on the Special Factors page to the question of whether AT is required. Whether you identify a tool by name, or more importantly the features of a tool needed (which will allow for some flexibility if equipment changes), this is the place to describe the purpose of using the support(s).

 

Examples:

  • Jamie needs access to adaptive seating and positioning equipment (e.g. wedge, prone stander) in his classroom for periodic breaks from sitting in his wheelchair throughout the school day.

  • Given her unilateral hearing loss, Cassie needs access to an assistive listening device (FM system) in order to benefit from large group lecture or instruction or assemblies throughout the school day.

  • Given Jon’s difficulty in keeping up with the handwriting demands for longer writing assignments or activities, he needs access to voice recognition in conjunction with word processing.

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