Assessment and Evaluation Questions

Are there prerequisite skills or typical developmental milestones which should be achieved before considering the appropriateness of assistive technology?

When can an assistive technology evaluation be requested for the child?

Who is qualified to perform an assistive technology evaluation?

What are the components of an assistive technology evaluation?

Where should assistive technology evaluations be performed?

How are assistive technology evaluations used in guiding Individual Educational Program (IEP) Individual Family Service Plan( IFSP) development?

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Question 28: Are there prerequisite skills or typical developmental milestones which should be achieved before considering the appropriateness of assistive technology?

Response: Mastery of certain prerequisite skills or typical developmental milestones is generally not necessary in order for children and youth, birth to twenty years of age, to make use of assistive technology. Children with limited vocabulary and/or verbal abilities may benefit from an augmentative, alternative communication system (AACS). An AACS is an electronic or non-electronic communication system that assists in overcoming or ameliorating communication limitations. Likewise, children with limited or no use of their hands could benefit from adapted switches which would provide access to a range of possibilities including but not limited to cause and effect toys, word processors, environmental control units which can answer the telephone, turn up the heat, turn on the radio and/ or use e-mail and other telecommunication devices and services.

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Question 29: When can an assistive technology evaluation be requested for the child?

Response: An assistive technology evaluation can be requested at any time. It should, however, be requested during the eligibility for services assessment if there is reason to believe that the child could benefit from AT. Indicators of the need for an AT assessment for a child birth to 5 which might be considered include but are not limited to the following:

• Does the child have the ability to play with toys independently? Could AT increase the child's ability to play independently?
• Does the child communicate independently in an effective manner? Could AT increase the child's ability to communicate independently in an effective manner?
• Does the child have the ability to sit independently? Stand independently? Walk independently? Could AT increase the child's ability to stand, walk, and/ or sit independently?
• Does the child have the ability to feed independently? Could AT increase the child's ability to feed independently? 

Indicators for a child 5 to 20 which might be considered include but are not limited to the following:

• Does the student have the ability to produce written work with the same ease and at a pace similar to that of peers? Could AT increase the student's ability to produce written work with the same ease and pace as that of peer?
• Does the child have the ability to communicate in an age appropriate manner? Could AT increase the child's ability to communicate in a more age appropriate manner?
• Does the child have the ability to sit independently? Stand independently? Walk independently? Could AT increase the child's ability to stand, walk, or sit independently?
• Does the child require adaptations in order to participate in activities such as art, music or physical education? Could AT increase the child's ability to participate in such activities?
• Does the child have the ability to read at an age appropriate level and at a pace similar to peers? Could AT increase the child's ability to read at an age appropriate level and at a pace similar to peers?
• Do the mechanics of producing work interfere with the quality of the work produced for this student? Could AT assist the student in the mechanics of producing work to increase the quality of the work produced by the student?

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Question 30: Who is qualified to perform an assistive technology evaluation?

Response: Maine presently does not have any established parameters or educational standards defining expertise in AT and no consistency regarding what constitutes such expertise. Some providers, however, have received recognition through national organizations (RESNA, RIATT@ NASDSE) that signify that the provider has mastered basic competencies in the area of assistive technology. Qualified providers need to understand aspects of physical, occupational, and speech/ language therapy, and be qualified to deliver assistive technology services in a safe and effective manner at appropriate grade level( s) and area( s). In addition, these individuals need to understand computer hardware and software, educational applications of assistive technology, augmentative communication devices and systems, and other equipment. They need knowledge in education and technology that can be integrated effectively into a child's life in order to support the child's development and education. It is clear that no one person possesses the level of expertise necessary to cover all areas. Therefore, it is imperative for interdisciplinary AT specialists to work collaboratively to ensure maximum benefit of the assistive technology devices and services within the child's customary environments.

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Question 31: What are the components of an assistive technology evaluation?

Response: An AT evaluation should be customized to the child's needs and could include communication, written work, seating, positioning, mobility, behavior, academic and nonacademic concerns, access to the general curriculum, transition services, access to extracurricular activities, software and hardware options, environmental modifications and other issues specific to the student. Evaluation recommendations should reflect needs of the child, family and school personnel.

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Question 32: Where should assistive technology evaluations be performed?

Response: The AT evaluation should be performed in the student's "customary environments." Most children customarily spend their days in school; therefore, the evaluation should occur in the school. Consideration should be given to performing part of the evaluation at home and/or work environments as appropriate to meet the needs of the individual.

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Question 33: How are assistive technology evaluations used in guiding Individual Education Program (IEP) Individualized Family Service Plan (IFSP) development?

Response: AT evaluations serve as the basis upon which an AT intervention would be recommended. The Pupil Evaluation Team (PET) Early Childhood Team (ECT) considers whether an AT evaluation should be done, if one is not already available. If an evaluation is necessary, the team should write it into the IEP/IFSP as an AT service. When the evaluation is completed, the PET/ECT should reconvene to consider the recommendations and make appropriate modifications in the IEP/IFSP. Each school district regional CDS site should document the consideration of AT in the development of the IEP/IFSP. (See Appendix C). 

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