AT Resource Guide

Quality Indicators and Key Concepts

Quality Indicators for the Assessment of AT Needs

The Quality Indicators for the Assessment of Assistive Technology Needs is a helpful resource for teams to reflect on their assessment processes and to ensure they are providing high-quality AT assessments. Once the AT is obtained, the process is not over and should continue with implementation and ongoing assessment. At this point, both the Quality Indicators for AT Implementation and the Evaluation of the Effectiveness of AT can be referenced to further ensure best practices are followed to support the ongoing, day-to-day use of AT in the classroom.

Key Concepts

  • As an outcome of the AT consideration process, the IEP team may decide that the student needs an AT assessment. AT assessment can also be requested outside of the IEP development and review process—for example, by a parent or an educational professional.
  • AT assessment must be a functional evaluation that occurs in the student’s customary environment.
  • Selection of devices or equipment should never be based on the recommendations of a single team member but rather those of a team of people who know the student and at least one member who is knowledgeable about AT.
  • IEP team members are responsible for having the knowledge and skills to serve all students on their caseload. Such competency includes being able to serve those who have AT needs. Furthermore, the administrator is responsible for providing professional learning opportunities for IEP team members to increase their skills and knowledge about AT as needed.
  • As a part of the assessment process, data from device trials must be collected and analyzed to make objective decisions about the features of AT devices the student needs.
  • Once the AT is obtained, the process is not over and should continue with implementation and ongoing assessment.