learning. The WATI Process provides the school team with a thorough review and
investigation of the student and technology needs, a review of AT currently used,
and an investigation of other AT that may be beneficial to the student.
IDEA requires AT consideration for every student as part of the special
factors section of the IEP. Many times, it is clear at IEP meetings that teams are
underprepared for and uninformed of systematic approaches to identifying
appropriate AT for students (Gierach, 2009). While IDEA requires AT
consideration and listing in the IEP, there are no specific guidelines as to how
teams should go about effectively identifying, considering, assessing, selecting,
and implementing appropriate AT for students (Gierach, 2009).
This information is important to practitioners who serve on an IEP team for
students who are blind or visually impaired. It suggests a use for the WATI process
that is not always considered by teachers and others working with these students.
In many cases, one or two members of the IEP team may have personal experience
using a specific AT device or practice but are lacking in knowledge and training of
the broad range of AT available for students, so they tend to recommend the same
AT for most students and often do not consider other devices, tools, or practices.
In a study of AT for students with vision loss in Singapore, teachers reported
they "did not have a defined process to guide their decisions" (Wong, 2019, p.
432), so it is a problem that extends beyond the United States. Wong (2019) also
