Consideration
Blended Learning Conference
Collaboration Session
June 18, 2012
Michigan's Integrated Technology Supports (MITS) is a Mandated
Activities Project (MAP), funded under the Individuals with
Disabilities Education Act (IDEA) through the Michigan Department
of Education, Office of Special Education.
Consideration
• Defined:
– the process of giving careful thought to something
– information that should be kept in mind when
making a decision
– a discussion of a topic (as in a meeting)
– an extended communication (often interactive)
dealing with some particular topic
• Mandated in IDEA 1997
Assistive Technology
• Devices:
– Any item, piece of equipment or product system
whether acquired commercially off the shelf,
modified, or customized, that is used to increase,
maintain, or improve the functional capabilities of
a child with a disability.
(Adopted 1990, IDEA)
Services
•
Any service that directly assists a child with a disability in the selection, acquisition
or use of an assistive technology device. These services include:
– evaluation of needs, including a functional evaluation, in the child’s customary
environment;
– purchasing, leasing, or otherwise providing for the acquisition of assistive
technology devices;
– selecting, designing, fitting, customizing, adapting, applying, maintaining,
repairing, or replacing of assistive technology devices;
– coordinating with other therapies, interventions, or services with assistive
technology devices, such as those associated with existing education and
rehabilitation plans and programs;
– training or technical assistance for a child with disabilities, or where
appropriate that child’s family; and
– training or technical assistance for professionals (including individuals
providing education and rehabilitation services), employers or others(s) who
provide services to employ, or are otherwise substantially involved in the
major life functions of children with disabilities
(Adopted 1990, IDEA)
IEP Development
• Consideration of Special Factors:
– The IEP Team shall…(v) consider whether the child
requires assistive technology devices and services
– Based on goals written to support the learning
needs of the student
• General education: address progress in general
curriculum
– How can this student be more independent?
• Special education: address functional concerns
– How can this student be more independent?
Process
• Present Level of Academic Achievement and Functional
Performance
– Is the student not performing at expected levels of development
in areas affected by their disability?
– What strategies, if any, are in place? Progress reporting - data
• Annual Goals/Instructional Objectives
– What goals are determined to focus on improving performance
at the expected level of development (from PLAFFP)
– Goals: specific, observable, measureable
– Enable the student to be involved in and progress in the general
curriculum and to advance in other areas of educational need
• Can the student achieve the goals without support?
• Consider the need for assistive technology devices/services
• Collect data
Consideration Outcomes
• Assistive Technology is not needed
• Assistive Technology is needed, is being used
successfully – no change in technology
• Assistive Technology is needed and tools are
known
• Assistive Technology is needed and tools are not
known
Document
• No AT needed:
– Document student ability without AT, PLAAFP
• AT needed:
–
–
–
–
What is needed
When it will be used
How it will be used
What success will look like
• AT needed but not known:
– Determine next steps
• Who to contact
• What to do
Review Annually or Before
• Progress reporting
• Change in skills/tasks
• Change in environment
• Change in technology
Ask the Questions
• What is the difficulty?
• Is there a need for assistive technology to
solve the problem?
• Has there already been something tried? In
which ssettings? Under what conditions? To
do what?
• Is it working?
• What else do we need to know?
Break
• 15 minute break
• Look at different Consideration tools
• Complete matrix