This Dialogue guide was based on Family Information Guide to Assistive Technology: Assistive Technology in Schools: Section 2, The Family Center on Technology and Disability (FCTD), Academy for Educational Development (AED)

Knowing your available time and your audience, choose one or many of the dialogue starters below.

Reaction Questions

1.    From your experience, what do you know about or what have you seen that could be considered assistive technology?  Please give examples.

2.    If you know a child that has used assistive technology resources, what was the best part of the experience?  What was the most frustrating or most difficult part?

3.    In what ways are your current procedures supportive of assistive technology in Section 504 plans and IEPs?

4.    In what ways is the school/district informing parents of preschool-age children with special needs about the possibility of assistive technology evaluations and services?

5.    In your opinion, who should be included in the consideration of and evaluation for possible assistive technology supports?  Why are these persons (roles) important when considering who should be involved?

6.    In your opinion, who has the expertise to provide the practice and provision of assistive technology services for a student?  Why are these persons (roles) important when considering who should provide services?

Application Questions

1.    What can we put into place to ensure that school personnel, families, and agencies are both aware of applicable assistive technology provisions in the statutes?

2.    What practices can we put into place in our school/community to ensure students and families have access to appropriate assistive technology and services available through IDEA? 

3.    What practices can we put into place to ensure evaluations for assistive technology are conducted in a timely manner?

4.    What procedures shall we put in place for a student who needs an assistive device we don’t currently have in our district?  What can we do to facilitate comparable services/devices for a student who moves in to the district with assistive technology needs and services already in place in the IEP? 

5.    What procedures shall we put in place to purchase or acquire new assistive technology? 

6.    If the IEP team is unable to determine what assistive technology devices are best for the student, what procedures will we put in place to ensure access to a formal evaluation? 

7.    What practices will we use when any member the IEP team disagrees regarding the assistive technology evaluation?  How can we work together to resolve disagreements between parents and the school if and when they occur?

The following stakeholders worked together within the
IDEA Partnership to create this dialogue guide:

Role: Special Education Administrator
Location: Florida

Role: Related Service Provider
Location: North Carolina

Role: Special Education Teacher
Location: South Carolina

Role: General Education Teacher
Location: Pennsylvania

The IDEA Partnership located at the National Association of
State Directors of Special Education is sponsored by the
U.S. Department of Education
Office of Special Education Programs.   2009