steps of AT evaluation

.docx

School

Lamar University *

*We aren’t endorsed by this school

Course

5311

Subject

Electrical Engineering

Date

Feb 20, 2024

Type

docx

Pages

Uploaded by EarlOryx3923 on coursehero.com

How does this process compare with the four steps for referral and assessment for assistive technology described in this chapter? According to Carpenter et al. (2015), there are four steps for referral and assessment for assistive technology. First, someone should refer a student for an assistive technology assessment such as a parent or teacher. Second, the AT specialist would conduct the assessment on the student, but the case manager and/or teacher would have input as well as the collaborative team. Third, the IEP team would meet to discuss when and how the device will be obtained especially if it is costly and how members of the team will be trained. “ The first step in student learning must begin with a well-written IEP that provides the map for the student to be a successful learner. The following assessment tools feature specific components of the IEP that show the relationship between assessment, the student’s goals, and AT” (Carpenter et al. (2015, p. 51). Step four, implementing the assistive technology to make sure the student and members of the team supporting the student know what they need in order for the student to be successful. Progress monitoring the AT is also important to determine if it is being utilized appropriately. Describe how your work environment refers and evaluates assistive technology (AT) for students with exceptionalities. I work in a suburban area of Houston, Texas. I am the student support specialist, also known as the gateway between general education and special education. Many parents or teachers discuss with me that they would like to have their child or student tested for special education. If the student is already receiving special education services, then they would speak to the case worker of the student to discuss an assistive technology assessment. In Texas, the educational diagnostician is responsible for assessing the student to determine if they require special education services. If an AT specialist is needed for the specific disability (OT, PT, etc) they will be contacted and it will become part of the related service evaluation. Some students not in special education may receive services depending on the need. Each subpopulation representative would evaluate if a student needs assistive technology for the child. For example, I would with the help of the classroom teacher decide if a student in Response to Intervention (RTI) would require the AT accommodation. The emergent bilingual (EB) coordinator along with the classroom teacher would decide if an emergent bilingual student needed specific AT accommodations. Then we would meet as a committee (IEP, RTI, EB) to discuss and then finally implementation would occur. This is very similar to what the book states. References Carpenter, L. B., Johnston, L. B., & Beard, L. A. (2015). Assistive technology: Access for all student s (3rd ed.). Pearson.

Discover more documents: Sign up today!

Unlock a world of knowledge! Explore tailored content for a richer learning experience. Here's what you'll get: