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Effective Progress
Curious to hear others' thoughts. I am an Assistive Technology Consultant and work in districts that do not have AT teams or AT specialists. I recently completed an AT evaluation with a third grade student w/ neurofibromatosis. The student's challenges are his decreased endurance, difficulty understanding math concepts, struggles with organization and slow processing speed, I recommended a number of strategies and free tools that would address these areas and compensate for his struggles.
The questions the team will address at the IEP meeting from an email they sent are:
1. Is he making effective progress without any of this?
2. If not, is the lack of effective progress due to the lack of these interventions?
The first question addresses the one of the four possible responses when "considering" AT - is what is currently in place working so that there is no need for anything additional? The family would say no and that is why they requested the AT evaluation. I found the second question especially intriguing as I never heard the discussion framed in this way. Is this typical in your experience?
Any thoughts?
The questions the team will address at the IEP meeting from an email they sent are:
1. Is he making effective progress without any of this?
2. If not, is the lack of effective progress due to the lack of these interventions?
The first question addresses the one of the four possible responses when "considering" AT - is what is currently in place working so that there is no need for anything additional? The family would say no and that is why they requested the AT evaluation. I found the second question especially intriguing as I never heard the discussion framed in this way. Is this typical in your experience?
Any thoughts?
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