Assistive Technology Assessment

By: Carmen Willings
teachingvisuallyimpaired.com
updated April 11, 2020
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Assistive technology helps persons who are blind or visually impaired (with and without additional disabilities) increase their access to the general curriculum, improve academic performance, and can also provide a means for job and career access. It is important to thoughtfully consider what devices, tools and technologies will be appropriate to meet the person's individual and unique learning and visual needs. When considering AT devices for students, keep in mind that AT devices should not give students an unfair advantage, but instead, should provide them with the independence to compete effectively with peers. 
The majority of persons who are blind or visually impaired will need some form of assistive technology in order access print on paper as well as electronic forms. Assistive technology (AT) also provides a means for producing written information. Each person's unique visual and learning needs must be considered when selecting the appropriate technology. The purpose of the Assistive Technology Assessment is to determine which AT tools are appropriate for meeting the person's current and future needs. Conducting a comprehensive AT assessment should consider the range of tasks the person will be expected to complete in order to be successful in all areas of the educational program and prepare them for independent living and job/career success. 

For students, consideration of Assistive Technology (AT) is required during the development of every IEP to ensure the student receives a free and appropriate education. In order to address assistive technology devices and services, teams need to collaborate to determine whether or not an individual student requires assistive technology. If the team determines that the student needs AT, the school district must provide the necessary devices and services. ​​

What is the School Responsible for?

  • ​Evaluating the needs of the student with a disability, including a functional evaluation in the student's customary environment.
  • Purchasing, leasing or otherwise obtaining and providing for the acquisition of assistive technology devices for students with disabilities.
  • Select, design, fit, customize, adapt, and apply use of assistive technology equipment.
  • Train or provide technical assistance to a student with a disability or, if appropriate, the student's family.
  • Train or provide technical assistance for professionals (including individuals providing education or rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of that student.
  • Coordinate and use other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs.
  • Maintain, repair, or replace assistive technology. ​

Questions to Ask Prior to Purchasing A.T.

  1. Does the student have a visual impairment and require magnification in order to access print?
  2. Is the student a visual, auditory, or tactile learner or a dual media learner?
  3. Can the student use magnification?
  4. Are motor skills or other disabilities important to consider?
  5. How long will the piece of technology meet the student's educational needs?
  6. What type of support and training will be needed?
  7. What is the environment?
  8. What are the environmental considerations (lighting, sound, space, positioning, electricity, portability, accessibility)?
  9. What tasks will the student need the device for?

Gather Background Information

Prior to conducting the Assistive Technology Assessment, it is important to gather background information on the student. This should include the following:
  • A current eye report that identifies the student's visual diagnosis and prognosis, visual acuities and visual fields and whether the student has been prescribed glasses and for what purpose.
  • A recent Functional Vision Assessment will provide information on how the student uses their vision to access information throughout academic and nonacademic activities. It will also identify the student's visual skills, preferred font size, comfortable reading distance, position of materials, lighting preferences and visual stamina.
  • A Learning Media Assessment will provide information on the students primary reading/learning mode, what literacy tools the student is currently using and the student's efficiency in reading.
  • Results of a clinical low vision evaluation to identify what near or distance optical devices have been prescribed and if any non-optical devices were recommended.
  • The Teacher of Students with Visual Impairments (TVI) should also provide information on the student's current use of assistive technology and the strengths and needs in accessing the curriculum as well as in completing activities of daily living, recreation and leisure, pre-vocational activities as well as mobility. Current classroom accommodations or modifications should also be included.​

​Assistive Technology Assessment

The Teacher of Students with Visual Impairments (TVI) should conduct the initial portion of the assessment, looking at the student strengths and needs and identifying areas of concern. The TVI should provide input in the following areas:
  • How does the student gain access to print information?
  • How does the student produce written communication?
  • How does the student gain access to computers or other types of technology?
  • How does the student input information into computers or other types of technology?

Following the initial AT assessment, the TVI should collaborate with the assistive technology specialist and other team members to assess the student's potential to use more appropriate or sophisticated devices. If the student has additional disabilities, it will be important to include input and additional assessment results from other therapists. Recommendations should be practical, functional and appropriate to meet the student's needs. The team should review the information to determine the most appropriate device(s) for the student. A report should be written to summarize the reason why the student needs the technological tools, the skills the student will need to be instructed in to independently use the tools, and the skills the student needs to care for the tools. The report should also explain the benefits of the tools and how and where they can be obtained. Keep in mind that there is no one solution that will meet all the students needs. ​​
"Assistive technology service means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device." -IDEA, 2004, Part A, Definitions, 300.6

Assistive Technology Forms

Sign up for free membership to access the FREE VI AT forms and references on the Free VIAT Printables page. Simply click on the Log In | Register link in the navigation bar. If you haven't joined yet, you will be prompted to create a password. ​Below are just a few examples of the free VI AT Printables.
History of Visual Impairments
Professional Practice
Vision Professionals
Professionalism
Teacher Resources
Professional Publications
VI Book Resources
Family Resources
VI Referrals
Medical vision exams
visual diagnosis
fvlma
other evaluations