Assistive Technology Assessment

Assistive technology assessment is a team process. There are many approaches to evaluating student learning needs and potential benefits of assistive technology (AT) in supporting those needs. This page will provide an overview of evaluation and referral steps that can be used by special education teams or AT team coordinators to plan, implement, and follow up with AT needs and student progress.

Overview of the Assessment Process

The steps included in the assessment process:

Intake/referral
Identification of needs
Identification of desired outcomes
Skills assessment
Device trials
Revisit desired outcomes
1. If outcomes are met, go to step 8
2. If outcomes are not met, go back to step 3
Procurement of device
Technology implementation
Follow up/follow along

For more information of AT assessment, see the AT assessment resources available in the SWAAAC Foundations Learning Guide.

Assistive Technology is an Ongoing, Dynamic Process

AT teams may choose to have a written report documenting steps or their AT referral and/or assessment process to help guide their collaborative work with school-based special education teams. The referral, assessment, and implementation process includes:

Pre-entry: Introduction at special education team meetings or providing online AT resources, etc.
Entry: Referral of student needing AT and/or AAC
Gathering Information: AT referral checklists
- See WATI below for a comprehensive set of checklists, student observations, meetings with team members, and parent interviews
Defining the problem: Analyzing the AT referral checklists and providing team feedback from observations or student assessments
Determining solutions: Trialing devices, organizing how teams will collect trial data, providing guides for AT or AAC devices and procedures
Stating objectives: AT plan collaboratively agreed upon with special education team
Implementing plan: data collection, co-teaching, AT team supported training
Evaluating plan: analyze data collected, new trials started when evaluating multiple devices
Ongoing consultation goals: continuation of consultative goals and building on AT/AAC use
Re-evaluate and revise as changes with the student, environment, tasks, and tools arise

AT abandonment is often due to lack of ongoing use and consultation. Teams may initially follow steps and implement the AT plan, but taper off once a device or support has been found beneficial. This lack of ongoing support may result in students discontinuing the use of their AT. If special education teams include plans for ongoing support and follow up they can prevent this negative outcome for the student.