Assistive Technology

We're here to help you in a variety of ways. 

Technical Assistance

• The focus is to provide technical assistance or training to providers around AT tools and/or services already in place or being trialed with the student
• Frequency = as needed, available on its own or within all tiers of support
• AT Team Member connects with staff via phone, email, virtual or in-person meeting
• This may result in coordinating with a vendor/company or a suggestion for the primary provider to borrow a temporary solution from the AT Trial Lending Library to meet the student's current AT needs

Level 1 - Conversation

• An informal process that focuses on accommodations/modifications & implementation strategies to support individual student needs
• Frequency = often 1- 2 conversations/meetings
• The AT Team member may connect with staff via phone, email, virtual or in-person meeting
• Results in recommended tools/strategies/next steps
• New or different AT tools/strategies requiring little to no training may be recommended for trial to determine the effectiveness in meeting the student's current needs
• If additional support is needed, the case may move to Tier 2 or Tier 3

Level 2 - Informal Consultation

• An informal process that focuses on accommodations/modifications & implementation strategies to support current AT that is being utilized or underutilized
• Frequency = often 2 - 4 conversations/meetings
• AT Team member connects with the team via a virtual or in-person meeting
• An AT decision-making document may be utilized (e.g. SETT Framework)
• Results in summary with recommended tools/strategies/next steps for implementation
• If additional support is needed, the case may move to Tier 3

Level 3 - Formal Consultation

• Formal process using the SETT Framework, focused existing data from Tier 2, and development of a meaningful implementation plan
• Frequency = 3 - 6 conversations/meetings
• Observation of the student occurs, at least 1-2 times
• New or alternate equipment requiring some training for staff and/or student may be recommended for trial with the student in order to determine the effectiveness of the tool/strategy
• Results in formal AT Plan with recommended tools/strategies/next steps for implementation
• The team reconvenes to review data to determine the effectiveness of the AT in meeting student’s current needs

AT EVALUATIONS can be requested by the Special Education Director in unique circumstances. A REED would be required for the purpose of evaluating AT tools and/or strategies to meet individualized student needs and for recommendation to the IEP team. The SETT Process will be utilized to develop an AT Plan and to ensure fidelity of implementation.

Assistive Technology (AT) is used to support a student's IFSP, IEP, and Transition Plan. At least one person on the IEP Team should have adequate knowledge about AT. The decision-making process is a collaborative team effort. IEP teams should record and document the deliberation that leads to the decision made, regardless of the determined outcome. The team should be transparent in their AT decision-making process. Performance and progress data should be reviewed and interpreted at regular intervals to determine ongoing AT needs.

View Kent ISD's AT Decision-Making and Referral Process Flow Chart.

Document the Process - SETT Framework

SETT Framework

The SETT Framework (Student, Environment, Task, Tools) is a collaborative approach to help teams with determining efficient and effective AT solutions (both devices and services). The SETT Framework is built on the premise that in order to select appropriate AT devices and services, teams must first gather information about the student, the customary environments in which the students spend their time (i.e., the classroom, lunchroom, playground, home, community setting, or workplace) and the tasks that are required for the students to be active participants in the teaching/learning processes that lead to educational success. Utilizing this framework, the team can identify and prioritize a student's needs and develop an implementation plan to set the individual who may require AT up for success.

Full SETT Framework Note-taking Form (PDF)
Full SETT Framework Note-taking Form (Google doc)

Why Is Assistive Technology Being Considered?

Questions to answer:

• What do we want the student to be able to do, based on standards and goals?
• Can the student accomplish the tasks or achieve the goals independently using standard classroom tools?
  • If not, can the student accomplish the tasks or achieve the goals when provided with accommodations or modifications?
  • If not, can the student accomplish the tasks or achieve the goals when provided with AT currently available?
  • If not, what additional supports need to be provided?

AT Consideration Guide for IEP Teams (PDF)

Assistive Technology Process Guide Template (PDF)

Feature Match

What Features Does The Student Require?

Feature matching is not:

• just picking a system or preferred product.
• about what the adult is most comfortable with.
• a one-time decision.
• just one tool to meet all needs in all situations.

Feature matching is:

• matching a student's strengths, abilities & needs with available tools and strategies.
• a way to distinguish between 'must have' versus 'would like' features.
• an ongoing process.
• a combination of tools and strategies to meet an individual's needs now and in the foreseeable future.
• a quality match between student & AT, which leads to optimal use by the individual with ongoing support from key stakeholders.

Set Purposeful Goals

Focus On The Task, Not The Tool

When developing goals that incorporate the use of assistive technology it is important to focus on the task and not the equipment. The use of AT should not be the goal, but a way to meet educational goals and foster independence.

• Will the student be able to use the skill in the immediate environment?
• Is it a functional, useful skill?
• Will the student be able to use it often?
• Is the skill a prerequisite for learning more complex skills?
• Will the student become more independent?

Kent ISD maintains a Lending Library of AT devices and software at REMC8, available for loan to local districts within the ISD. The purpose of the Lending Library is the trial of assistive technology with students, to determine effectiveness and need. Items can be borrowed for trial with students for up 60 days.

REMC8 Online Catalog

Click on the above link to access the catalog and refine your search by category. If you need assistance in finding what you may need, you can use this handy guide of AT search terms.  If you need any further assistance in finding or booking an item, call REMC8 at 616.365.2386 to speak with a Media Specialist.

After that, complete this Loan Request form.

Home Use Agreement Forms (HUA)

For any items being left in a home, please complete a Home Use Agreement Form (HUA). The team members facilitating a trial must ensure that caregivers are trained on how to implement any AT/AAC tools to ensure effective data collection.

HUA forms are available in both English and Spanish.