Assistive Technology (AT) in IEPs: why the details matter
When it comes to helping students with disabilities succeed, assistive technology (AT) can make a big difference – but only if it’s clearly written into their Individualized Education Program (IEP). Too often, AT is mentioned vaguely or left out entirely, which can delay support or limit a student’s access to learning.
Federal law (IDEA) requires IEP teams to consider whether a student needs assistive technology. This isn’t optional – it’s a key part of making sure every student has an equal opportunity to learn. To be effective, the IEP should clearly outline:
- What technology will be used – such as speech-to-text software or communication devices.
- Why it’s needed – including how the tools will help meet specific goals (this should connect to the student’s present levels of performance).
- How and when it will be used – in the classroom, at home, or both.
- Who is responsible for setting up the technology, training staff and students and providing ongoing support.
- How the student’s progress with the technology will be tracked and reviewed over time.
When these details are missing, students may not get the help they need, when they need it. Thoughtful, specific documentation ensures that support is in place and working – and that every student has what they need to thrive.
Tips for teams:
- Simply naming a device isn’t enough. Teams should explain why the student needs the tool and how it will help them work toward their learning goals.
- It’s also important to try out different tools and include any evaluations as part of the planning process. Even basic tools can have a big impact when they’re chosen with care and used consistently with the right support.
UDL in action: using choice boards to boost student engagement
One simple but powerful way to bring Universal Design for Learning (UDL) to life in the classroom is by using choice boards. These tools give students different ways to show what they’ve learned, helping them stay motivated and involved.
A choice board looks like a grid or menu of activity options. All the choices connect to the same learning goal, but each one lets students use different skills – like writing, drawing, researching, building or moving around.
For example, during a history unit, students might choose to:
- Record a podcast episode where they “interview” a historical figure.
- Write a diary entry from the point of view of someone who lived through an event.
- Design a visual timeline or infographic.
- Build a model or act out a key moment.
Why it works:
- Students feel more ownership over their learning.
- It reduces stress by giving options that play to individual strengths.
- Teachers get a more complete picture of what students understand – often in creative and meaningful ways.
Choice boards make learning more engaging, and they’re easy to start using right away. For more information about choice boards, visit www.novakeducation.com
Additional resources:
