AT in the IEP Process

IDEA, revised in 1997, requires that assitive technology be considered for students with IEPs.  The IEP team, mentioned in my previous post, asks, "Does the student need assistive technology to meaningfully participate and progress in the general education curriculum?"  "Yes" or "No" is indicated in the answer box.  SETT again provides the framework to answer the aforementioned question.

The following example is quite relevant to me as an 8th grade social studies teacher:

"A 13-year-old student with learning disabilities is able to write assignments. However, because of severe spelling and grammar errors, most of his assignments are unacceptable. What are the expectations for this student to correct spelling and grammar in all assignments? Should assistive technology be considered?"

Given the right tool, this student could be turning in assignments that are acceptable in quality. Yes, assistive technology should be considered.

In my classroom, we are often writing essays and in looking at the above example, I would agree that such a student should not be penalized for severe spelling or grammar errors when they know the historical information.

 I received a perfect score on my post assessment!