As we completed our interviews, these were questions we often hear from parents, just like you!
How long will it take for the school to assess my student and decide if they might need assistive technology?
Some parts of your student’s AT program have required timelines. Others are more flexible. Because the school needs to assess students’ needs and collect data about their strengths and challenges, an AT Assessment can sometimes take time.
Once your student’s team has decided to complete an assistive technology evaluation, there are rules about how much time that can take. In Illinois, an evaluation of any kind must be completed within 60 school days from the day you sign permission to begin the evaluation. During the evaluation, you are always welcome to express your concerns to the teachers and ask how the evaluation is progressing. You can ask about how they are taking data about the kinds of solutions they are considering.
There is another thing to remember about timelines when your student’s team is considering AT. At the time of the assessment, the team will probably identify the way that AT could help your student and the features that the technology will need in order to help. When that happens, the features of the technology will be listed in the IEP. But, because things change so rapidly, the IEP may not say the specific name of a device. For instance, students’ IEPs often say that they need a device that will read printed text out loud. But it may not say they need “XYZ Computer”. It is done that way for two reasons. First, the feature that your student needs (e.g., reading printed text out loud) could be available on lots of computers. Second, if a new device comes out that does that task even better, it allows the team to add the improved device without having to hold another meeting to get approval. Just as during the evaluation, you are always welcome to express your concerns or ask if the school has considered new AT that you have seen.
What can I do to become a more active and valued part of my student’s AT consideration?
IDEA requires that you are a part of your student’s team. But it is up to you to decide what role you want to play in your student’s AT program as you begin to attend team meetings and talk about which AT to consider. Some parents really want to be involved every step of the way and love to explore new technology options for their students. Others want to be part of the decision making but are happy to leave it up to others to look into the specific technology that might help. If you are able to let the team know how much you feel you can and want to be involved, that can go a long way to improving communication and helping to make sure that you are able to play the role that fits you best.
Even when you make a good communication plan, you may feel that the IEP team is not listening to your ideas. Some parents gave examples like these in our interviews:
- The meeting seemed rushed.
- I had more questions but there was no time to ask them.
- I felt intimidated and afraid to say what I thought.
If you have experiences like these, the first thing to do is to tell your student’s case manager. Case managers schedule and run IEP meetings and they can work with you to make sure your voice is heard and considered.
It can be uncomfortable, at first, to communicate your concerns to your student’s team, but it’s better, in the long run, to speak up. An important part of IDEA is its focus on ensuring that you have all of your questions answered and get the time you need to express your ideas and concerns. Other team members may not realize how what they do affects you. You have the right to ask them for more time or a communication strategy that works for you. You also can bring another person or an advocate with you for support. For now, you are the number one advocate for your student. As they get older you can teach them to advocate for themselves!
There is so much I feel like I need to know to be a part of my student’s IEP team. Are there ways to make it less overwhelming?
During our interviews, many parents expressed that they felt that it was difficult to understand everything going on in an IEP meeting including the conversations about what assistive technology might be helpful. They shared that there was a lot of new information and they felt the decisions had to be made quickly and without time for thoughtful consideration.
As a parent, you have the right to receive the IEP and suggested goals before your student’s IEP meeting. While it may take some time to read through everything in a draft of the IEP, it can make conversations during the meeting easier if you have a chance to prepare your questions and the ideas you want to share. (How did you take this data? Why did you choose this goal? Have you tried a talking calculator with my student?) Since IEP meetings are required only once a year, it is valuable to everyone on the team when you are prepared. A review of the form -34-55 IEP instructions- can be especially useful for your first, or even first few, IEPs.
Here are some articles and tips which can help you get started:
This passage is written by a lawyer and advocate who has been a mediator for the Illinois State Board of Education. 8 Tips to Better IEP Meetings: Play Hearts not Poker
Having a binder to keep all of your student’s information together is essential for being in the loop. This is a popular link to how to organize an IEP binder and information. It includes printouts and suggestions. How to Organize Your Child’s IEP Binder
ISBE has also put out A Parent Guide which details many of the aspects of special education. It was updated in August 2020. It is 232 pages, looking through the table of contents, or sitting down for a summer read will definitely take you more in depth. Still much shorter than becoming a special educator!
Can you give me examples of some assistive technology tools?
In another section of this site, there are Tool Guides, which break down the areas of assistive technology, provide some explanation of what AT is available and can be used, as well as some examples of tools in these categories. Technology is always evolving so there will always be new options. In addition, Closing the Gap is an organization that publishes a resource guide every February/March w The guide lists assistive technology products available for a variety of needs and ages. There are over 1,500 products listed in this year’s guide.
When is assistive technology not needed?
The simplest solution that overcomes the barrier is usually the best solution. So if a change in schedule or a change in the environment is easier to accomplish, it may be a good idea to try those first before adding an assistive technology tool to your student’s educational program. If assistive technology doesn’t match the student, or if your student is not willing to use it, AT will not be effective.
How do I know if the team did a good job of considering the assistive technology that might help my student?
Under Illinois rules teams must provide good reasoning about why your student needs or does not need assistive technology. Some areas the team thinks about during AT consideration include:
- Areas of need: How does your student’s disability affect performance and are there assistive technology options that may help your student do more independently on their own?
- Goals: Can assistive technology help your student be successful while they are learning new skills?
- The purpose of assistive technology is to Increase, Improve, or Maintain access to the school environment. How could assistive technology help your student be more successful or more independent?
You will be a part of the conversation as your student’s team considers assistive technology. Here are some signs that the consideration has been complete and effective.
- AT was actually discussed-not dismissed out of hand
- More than one tool discussed
- Team members show a clear understanding of how AT relates to one or more IEP goals
- Team members talk about how and where assistive technology might be used
- Documentation in the IEP is understandable to everyone on the team.
- There is a well laid out plan for trial periods and the student’s long term use.
Who provides the assistive technology? Who repairs it?
The school is required to make sure that students have the assistive technology they need when it is included in their IEP. Schools can do this by purchasing the technology, renting it, or using something that is already included in the inventory. Schools are not required to purchase a specific brand name as long as the features of the assistive technology they provide match the student’s needs. Schools cannot ask a family to pay for the purchase, rent, or repair of assistive technology that is included in your student’s IEP. This is to make sure that your child receives a free and appropriate public education.
Under IDEA, a medically prescribed or implanted device falls outside of the school’s responsibility. Some examples include a cochlear implant, a diabetes pump, and specialized orthotics. Therapists and social workers at your school may be able to help you make find funding for medically related technology that is beyond the school’s responsibility.
Families can purchase or use health insurance funding if they want to do that, though schools cannot require that a family use their insurance for equipment. When families do purchase assistive technology for their student, the assistive technology belongs to them and they get to keep it if they move or the child finishes school. If families wish to own their student’s assistive technology, schools can provide information and help through the application process.
What should I do if I identify assistive technology that I want the team to try?
Occasionally you may see an assistive technology tool that has worked for another student and might work for your student. Or, you may have a recommendation from a private provider for assistive technology that the school team has not considered. You may even have tried something on your own that is working well and you would like your student to try using it at school. This proactive approach can be really helpful when you bring your ideas to the team.
When new ideas about assistive technology are introduced, the team may want to try the new AT before any decision is made. This is a good time to have a conversation about what the new tool does and whether it matches your student’s needs. If you can bring in video, data, work samples, etc. they can help in making a decision. Other team members may need to do some research to learn more about the assistive technology you are suggesting. During this process, it’s important to identify the features that new technology may have that are different or better than the assistive technology your student is currently using. Just as you did during an initial assistive technology assessment, you and your team will match the features of each tool to your student’s needs to identify the best match.
If you already have the new assistive technology and want it included in your student’s IEP, the Illinois AT Guidance Manual (page 40) helps everyone know what to do. It states “If a family chooses to purchase and provide technology outside the AT consideration process, the IEP team may consider whether the family-owned technology would help the student accomplish IEP goals and achieve FAPE. The team is under no obligation to accept or implement use of technology that would not do so.”(page 40)
Can my student take the assistive technology home?
School-owned AT can be used outside of school when the student’s IEP team decides that it is needed for them to accomplish educational goals. Here is the wording from IDEA.
On a case-by-case basis, the use of school-purchased assistive technology devices in a child’s home or in other settings is required if the child’s IEP Team determines that the child needs access to those devices in order to receive FAPE.(34C.F.R.§ 300.105(b))
Schools may make specific arrangements with families to address issues of liability and care of the AT, as well as responsibilities of the family(e.g., charging the AT at home so that it is ready for school use). Each school may have its own system for sending your student’s AT home, so it is a good idea to ask about your school’s process if you feel your child would benefit from having AT at school and at home.
What if my student doesn’t want to use the assistive technology we chose?
During the evaluation, a good question your team might ask your student is, “Do you see yourself using this technology? Why or why not?” When students answer honestly that they are not going to use the technology your team is considering, the team should find the reason why. Is it that the student needs training? Is the tool bulky and makes it hard to transport or fit on the desk with other materials? Does it make them look different or feel self-conscious? Do they not see the benefit of the tool?
This is a time when communication between you and the team is very important. As a parent, you see a different side of your student and may be able to discuss this with them in a safe environment. In cases like this, we are reminded that the student and parent are important parts of that team.
Once you understand more about your student’s resistance to using assistive technology, the team can get creative in addressing student concerns. They may create a step-by-step plan for the student to try the tool and see results or meet other students who have had success with similar technology. If none of that creativity helps, and since the IEP is supposed to reflect a student’s educational plan, IEP documentation should reflect that assistive technology is recommended but not used by the student so that future teams have a record of the decisions they made.
If I disagree with the team’s decision about assistive technology, what are my options?
Parents often ask about seeking outside evaluations as a kind of “second opinion”. If you disagree strongly with the IEP team’s conclusion, you have two options. You can pay for an outside evaluation with your own funds, or, as described in IDEA, you can ask for an Independent Educational Evaluation (IEE) through the school. There are processes and rules about IEEs and you should ask your case manager or director of special education how they are completed in your district. You can also contact IATP, a local organization, or an outside AT person to get a second opinion or support.
If you obtain an outside opinion about your student’s assistive technology. it becomes part of the information and data that the IEP team uses to make a decision. The school will have an opportunity to read through the outside evaluation and decide whether to accept the results or not. The school team will focus on your student’s progress at school and access to the school environment. However, the IEP team is not required to accept all recommendations of parentally obtained evaluations if they conflict with other factors in the consideration of AT needs. For example, a team may decide that a recommendation for daily, one-on-one AAC instruction from a speech-language pathologist would not meet the student’s need for the use of an AAC system in customary environments. Instead, the IEP team may offer a plan to integrate the use of the AAC system daily in the classroom
Do I need an advocate?
Start with trying to communicate with the school. If you find you have questions or feel nervous or overwhelmed you have the right to add an advocate to the team. My favorite example is a parent who brought in her neighbor to remind her of the questions she had and to take notes. The parent said she always felt like meetings were such a whirlwind that they could become emotionally overwhelming. Having someone else there to listen helped her remember her questions and plan. She also had someone she trusted to talk with after the meeting
Here is one list of advocacy organizations and legal supports from the Illinois Council on Developmental Disabilities. This is a good place to start if you want to find someone who helps parents in difficult situations in schools. Depending on your situation you may want to find another parent who is familiar with special education, a person who acts as an advocate, or someone who can give you legal advice. In each case, you are looking for someone to add to your student’s team to help you be heard or help direct you in asking questions.
If you feel the school has not responded to your questions, or that they are not considering your student’s needs you are entitled to legal representation. While it is your decision to work with an attorney, lawyers can be costly, and they can change the tone of your IEP team meetings. Check out The Parent Procedural Safeguards, if you read from page 6, there is a detailed outline of what that procedure looks like.