AT Resource Guide

Quality Indicators and Key Concepts

Quality Indicators for Including AT in the IEP

The Individuals with Disabilities Education Improvement Act (IDEA) requires the IEP team to consider AT needs in the development of every Individualized Education Program (IEP). Once the IEP team has reviewed assessment results and determined that AT is needed for provision of a free, appropriate, public education (FAPE), it is important that the IEP document reflects the team’s determination in as clear a fashion as possible. The Quality Indicators for Including AT in the IEP help the team describe the role of AT in the student’s educational program.

Key Concepts

  • Teams should list the features of the AT device needed by the student in the IEP.
  • The IEP document provides several locations where identified AT features can be described. These may be based on the purpose of the AT, the needs of the student, and, in some cases, the educational disability category.
  • AT needs to be written into the IEP in such a way that it provides a clear and complete description of the devices and services needed by the student. Descriptions should show how the tools support achievement of goals and progress in the general education curriculum.
  • Students who use AT in the classroom to access the curriculum will need the same type of AT features for statewide and district testing. However, AT considered for use during testing cannot change the construct of what is being measured by the test and must also be identified as an allowable accommodation in the Ohio Accessibility Manual.
  • If a student needs AT for nonacademic and extracurricular activities meaningfully or successfully, a description of the AT features, purpose, and environment should be included in the description for opportunities to participate.