Review the following "Step-by-Step Checklist" of "Promising Practices" involving delivery of assistive technology services in the IEP and act on those which align best with the district's existing serviced delivery policies and procedures, and the Wisconsin Quality Indicators for Assistive Technology Implementation (appendix B).
___ Identify a CSE/CPSE/IEP Team member or designate the Assistive Technology Resource Person to coordinate the development of a plan to address the potentially numerous components/logistics associated with implementing assistive technology recommendations.
___ Provide appropriate assistive technology training, follow-up, and support to all members of the student's CSE/CPSE and/or service providers so that they can effectively address the goals and objectives on the student's IEP.
___ Communicate with parents on an ongoing basis about their child's progress and the use of assistive technology in the education program and encourage parents to support this instruction at home, if so indicated on the IEP.
___ Encourage local BOCES and other service providers to network and collaborate in order to provide assistive technology services. These services could include:
___ provide information and training to CSE/CPSE chairpersons on funding assistive technology
___ establish lending libraries of assistive technology devices and software.
___ exchange experiences and ideas for implementing assistive technology services and devices into educational programs.
___ Use expertise from personnel in outside agencies (e.g., Commission for the Blind and Visually Handicapped, United Cerebral Palsy Association) on a contractual basis for specific services to students when expertise does not exist in district
___ Develop a prereferral system to be used as an intervention strategy in the regular classroom to assess students' need for assistive technology, and if appropriate, develop remediation strategies for students who may need special education services.