Colquitt County Board of Education
Program For Exceptional Children
The Individuals with Disabilities Education Act (P.L. 101-476) provides a legal basis for
providing appropriate Assistive Technology services to students with disabilities. Assistive
technology includes both devices and services. Students with disabilities are eligible for
assistive technology to increase, maintain, or improve their capabilities to achieve educational
goals. The need for assistive technology is determined on a case by case basis by the
student’s IEP team. Assistive technology can be included in the IEP in a number of ways: as
part of the annual goal or objective, a supplementary aid or service, a listing of related
services, in present levels of performance or documented in the minutes of placement/IEP
meetings. While the IEP is the vehicle for documenting the implementation of assistive
technology, procedures have been developed which should be followed prior to the inclusion
of AT recommendations in a student’s IEP.
ASSISTIVE TECHNOLOGY REFERRAL PROCEDURES
Any parent, teacher or support staff member who works with a special education
student may request an informal assistive technology assessment. They should always
be the first step in referring a child for assistive technology.
A preliminary, informal assessment of the student may include reviewing records,
observing the child and/or interviewing teachers and staff members.
If a comprehensive evaluation is NOT recommended at this time, a list of suggestions
or recommendations will be provided to the special education teacher to utilize when
making instructional adaptations for this child.
If a full, comprehensive evaluation is recommended, the special education teacher will
be provided with a parental consent form to be signed by the parent or legal guardian
as well as an AT protocol (referral form). These completed forms should be
forwarded to the SPECIAL EDUCATION DIRECTOR. The IEP Committee will then
complete a comprehensive evaluation of assistive technology needs under the
supervision of trained school personnel or GPAT.
Upon completion of the comprehensive evaluation, it will be sent to GPAT, which will
provide a written report. Soon thereafter, an IEP meeting should be scheduled by the
referring teacher to address the most appropriate methods for implementing the
recommendations of the assistive technology assessment. An IEP amendment may be
completed at this time that will address specific equipment needs, modification of
goals or objectives (if needed) as well as related issues such as parent participation
(equipment checkout methods, at home reinforcement, etc.). The parents will be
provided a copy of the assistive technology evaluation at this IEP meeting.
The special education director will schedule periodic in-service training sessions to allow all
teachers to learn more about assistive technology devices, evaluation procedures and ways to
access these exciting opportunities to better serve our students with special needs.
Please note the following procedures regarding Assistive Technology materials:
If assistive technology materials were purchased for use by a specific child, these
items should be added to the class/school inventory. These items will follow the child
as he/she changes grades and/or schools.
Teachers are responsible for any assistive technology equipment that is lost or
damaged when it is checked out to their school. Periodic upkeep and maintenance will
be handled at the system level.