Assistive Technology

The Central Rivers Assistive Technology (AT) Resource Team:

• Provides assistive technology consultative services, training, and resources for school districts, families, and children (birth through 21) within Central Rivers AEA.
• Offers learning opportunities for assistive technologies tools and strategies.
• Is comprised of professionals including special education consultants, school psychologists, speech/language pathologists, special education technology specialists, technology integrationists, and administrators.
• Uses the SETT (Student, Environments, Tasks, Tools) Framework based on the work of Joy Zabala to ‘consider’ the assistive technology needs of a student in order:
  • To help the student communicate effectively and efficiently.
  • To help the student access the curriculum.
  • To help the student demonstrate what he or she knows.
• Has a library of AT equipment that the team uses for evaluations and short-term (30-45 day) loans so the student and team are able to ‘try out’ some select technologies and determine its effectiveness prior to making a purchase.
• Assists the local district or AEA program in acquiring the appropriate assistive technology but does not purchase technology for the districts or AEA programs.

What is Assistive Technology?

Assistive Technology can be a device or a service. As a device, it can be almost anything the student needs in order to have access to a FAPE (Free Appropriate Public Education). Additionally, there are assistive technology support services that may need to be provided to help the student select, acquire or use a device.

Assistive Technology Devices

An assistive technology device is defined as any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. For more information, please see Sec. 602 Definitions at the U.S. Department of Education or IDEA, Title 34 CFR, Sec. 300.5 at the U.S. Government Printing Office.

Assistive Technology Service

An assistive technology service is defined as any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device. Specifically, this service includes:

• Evaluation of the technology needs of the individual, including a functional evaluation which takes into account all of the environments within which the individual functions.
• Loaning or leasing, writing prescriptions for third party insurance or Title XIX payment in conjunction with the individual’s physician, or direct purchase of assistive technology devices for individuals with disabilities.
• Selecting, designing, fitting/customizing, adapting, applying/maintaining, repairing, or replacing of assistive technology devices.
• Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs.
• Assistive technology training and technical assistance with assistive technology for an individual with a disability, or, where appropriate, the family of an individual with disabilities.
• Training or technical assistance for professionals, employers, or other individuals who provide services to, employ, or otherwise are substantially involved in the major life functions of individuals with disabilities.

For more information, please see Sec. 602 Definitions at the U.S. Department of Education or IDEA, Title 34 CFR, Sec. 300.6 at the U.S. Government Printing Office.

Considering Assistive Technology

Technology is constantly changing. We are challenged to stay current with regard to emerging technologies, and the evolution of products which have been in the field for a long time. Significantly, it isn’t always the newest technology that is the best for the child.

We use the SETT (Student, Environment, Task & Tool) Framework which was developed by Joy Zabala when considering assistive technology for a child. The SETT Framework helps to guide the conversation as we look at the interplay of the student’s strengths and needs, the environment in which he or she has to work and the tasks which need to be performed. Once we understand the student, what he or she has to do and where it has to be done, we can finally look for the tools that are the most appropriate for that particular student. Using the SETT helps us resist getting caught up in the latest ‘hot’ technology and trying to make it fit the child. Our goal is to understand the student and his or her needs and then find the technology that works the best for that student. Every student is unique, as is every solution.

Contact Us

To make a referral check the list below to email the regional contact assigned to your district.