Review the following "Step-by-Step checklist" of "Promising Practices" for assessment. Act on those which align best with the district's existing evaluation policies, procedures, and the Wisconsin Quality Indicators for Assistive Technology.
The district CSE/CPSE/IEP Team:
___ Contracts with assistive technology service providers for services they cannot
provide alone. Although assistive technology resource persons may be school-based, a consultant, or a combination of both, it is not likely that district-based personnel will be able to provide all assistive technology services that all students may require.
___ Recognizes that it is not necessary for students to have mastered certain prerequisite skills or typical developmental milestones to make use of assistive technology. It is false to assume that students must have mastery of keyboarding skills, for example, before they can benefit from computers. Many students are able to take advantage of the computer by using one or two keys, a switch, or an alternative input device.
___ Review all assistive technology applications recommended to date to assess which strategies have been successful and why, and to decide which have the best potential to address identified goals or provide the student with access to educational opportunities.
___ Uses parent expectations regarding potential outcomes for their child's use of technology. CSE/CPSE members should consider parent beliefs and expectations early in the collaborative process so that they do not inadvertently promise more than the technology use can deliver.
___ Selects a contact person to be responsible to maintain communication within the team and with the assistive technology service provider during the evaluation process. This person might be the district's assistive technology resource person, the person who is most familiar with the referred student, or the person who will most likely be responsible for implementation of assistive technology recommendations for the student. He/she can serve as a contact person for the student throughout the assistive technology evaluation process and may be the person responsible for the tasks associated with implementing the assistive technology recommendations.
___ Gives the Assistive Technology Assessment person specific or pertinent information regarding the need for assistive technology for review before the evaluation. This information could include a copy of the IEP, if available; copies of previous evaluations; and medical reports and evaluations from other service providers. A videotape of the student in his/her customary environment may also be helpful to the service providers. Parental consent for release of this information must be obtained before releasing any information.
___ Ensures that parents know that they have the right to arrange for or obtain an independent evaluation at district expense.
___ Ensures that non-school based consultants who perform assistive technology services to work in cooperation and collaboration with and/or under the direction of appropriately qualified licensed or certified school district staff.
___ Ensures that all consultants who perform assistive technology services:
___ have had successful experiences with provision of assistive technology services to students with disabilities at the grade level(s) and for the disability area(s) for which they are certified, licensed, or trained.
___ can demonstrate the ability of assistive technology services to effectively communicate results orally and in writing to peers, parents, students, and other service providers;
___ have successfully completed appropriate preservice and/or in service training in the use of assistive technology devices for the provision of quality assistive technology services to students with disabilities at the grade level(s) and for the disability area(s) for which they are certified, licensed, or trained; and
___ where applicable, demonstrate the competencies necessary for performing assistive technology services promulgated by their respective professional associations and within that organization's suggested timeline for acquiring these competencies.
___ adhere to the professional code of ethics of their respective professional associations (e.g. ASHA, RESNA).
___ involve the student's parents/guardians, teachers and/or related service providers where appropriate in the actual evaluation of the student.
___ provide information to the CSE/CPSE regarding the scope of the evaluation, and interpret and provide direction for making the recommendations for assistive technology services, devices, or both.
___ The assistive technology resource person and CSE/CPSE chair maintain communication with all involved parties and ensure that the CSE/CPSE and service providers adhere to procedures associated with evaluations so that evaluations are completed within expected timeliness
___ The assistive technology resource person establishes a network of assistive technology service providers available in the region so all providers may share their expertise.