AT In CT Schools
AT in Connecticut Schools
If your child has received a new IEP or 504 plan (or you’re in the evaluation process), learn more about how these plans can help your child access AT tools and services.
AT for Every Student Who Needs It
Federal Law guarantees public school students (that are found eligible and qualify for services) the right to AT if it’s necessary for their education. AT is individually tailored to each student and can include both in-school and at-home tools and classroom supports or aides. In addition to AT, students may receive accessible educational materials (AEM), alternative communication methods/devices, behavioral support, or a combination of multiple accommodations.
Individualized Education Plans (IEPs)
IEPs document all information about a student’s performance, accommodations, and modifications, including AT use. Note that “accommodations” change how students learn, such as being granted extra time for test-taking. “Modifications” change what students learn. They refer to changes to the curriculum like assigning lower-level readings or changing grading scales.
Your child’s IEP (or 504 plan) may not use the term “assistive technology.” Instead, these devices or services may be referred to as “accommodations,” “supports,” “program modifications,” or “supplementary aids and services.”
504 Plans
There’s no standard form or template for 504 plans. Instead, school districts develop their own way of documenting this information. That said, any AT recommendations should be included. For example, a 504 plan can state, “Amy will use voice recognition software while completing written work,” or “Steven can use a webcam to access a class if he has to stay home due to a medical condition that prevented him from attending.”
Who Makes Decisions About Accommodations?
For IEPs, your child’s PPT/IEP team will decide which accommodations are recommended. Note that the student’s parents/guardians are equal members of the PPT/IEP team. Educators are responsible for recommendations in 504 plans. Decisions are based on a student’s disability and how it impacts their learning and/or everyday life.
PPTs/IEP teams use their observations, your input, and your child’s input to make these decisions. These teams should ensure that any needs are documented on students’ IEPs or 504 plans.
Goal Setting with an IEP Plan
IEP plan goals can address areas like academics, social development, and motor skills. This involves assessing a student’s strengths and weaknesses. Targets are based on a child’s present level of performance (PLOP) and what the team would like to see the student achieve.
Assistive technology IEP goals consider 3 key areas: the student’s area of need, any improvements or setbacks, and their level of attainment (whether they’re meeting grade-level standards).
IEP plans must be reviewed every year. Annual reviews will determine how well the current plan is working and whether it should be revised or updated.
Disagreeing with AT decisions
In Connecticut, schools must consider parent and student input or concerns while writing IEPs. If you disagree with their findings or believe the current accommodations aren’t helping enough, you have the right to request a second evaluation or note your concerns to the IEP team/PPT.
Related AT Topics
Disability Types
Learn about common disabilities and how AT can help.
Low-cost & Free AT Tools
Enable simple features on your devices and learn where to find free and low-cost AT apps.
Types of AT
From assistive technology for reading to daily organization, there are many different categories of AT in schools.