Documenting AT/Unique Communication Needs in the IEP

AT on IEP Documentation Guidelines (rule of thumb: create a “golden thread” through the IEP of the use of and need for AT):

Unique Communication Needs 

AT on the IEP

  • Check the AT box if…
    • The student is already successfully using AT/AAC to make progress on IEP goals (and you have data to prove it)
    • If you think the student will use the AT they are currently successfully using as a possible accommodation on any standardized testing
  • DO NOT check the AT box if…
    • The student is in a trialing period since it hasn’t yet been established that AAC is helping to support the student’s IEP goals
    • If the student is not using assistive technology
  • The IEP can be amended to add AT, after the AT consult evaluation meeting has been done and/or trialed equipment is deemed successful
  • Description of AT in the box below (teams can indicate specific devices and use in both present levels and IEP notes)
    • Describe what AT is being used, and how it is being used without naming a specific name of software or equipment.
    • For example:
      • Rather than “Co:Writer,” write “word prediction software.”
      • Rather than “Fusion” write “portable word processor.”
      • Rather than “Dell laptop” write “portable word processor.”
      • Rather than “iPad” write “portable word processor” or “speech-generating communication device” or “touch screen tablet device”
      • Rather than “DynaVox”, “Saltillo device” or “PRC device” write “speech-generating communication device.”
      • Rather than “Big Mack,” write “message recording communication device.”
      • Rather than “Big red switch,” write “switch access for environmental controls and communication.”
      • Rather than “Typing Tutor, One Handed Typing Program” write “software to teach keyboarding skills”

On the Accommodations Page

  • If you checked AT on the LRE page, check it on the accommodations page and describe the use of it (this might include information such as Communication Device, Word Processor, or Graphic Organizer).

On the Additional Information Page

  • If the student is already successfully using AT, state the AT they’re using (without mentioning any name), the IEP goal(s) they’re using it for, and how it is helping to support their progress.
  • If your student is still in the trialing period, you may note that the student is currently trialing assistive technology to determine if it will help support progress on XX IEP goal(s).

Progress Notes

  • When you write progress notes for students’ IEPs, include what and how AT is helping to support progress on the goal.

Where to indicate specific device information

  • Within IEP Notes, you can include specific device information that may be useful to future educational teams.
  • Within IEP Present Levels, you can describe specific device information and how it is being used by your student.

* A special request can be opened anytime after the IEP meeting or after it is locked to add AT.