VIDBE-Q Volume 69 Issue 4
Getting students to use the technology procured for them has been an issue
in the field of special education for decades (e.g., Lamond et al., 2023; Phillips &
Zhao, 1993). Written implementation plans are one of the ways advocates and
researchers have tried to address disparities between the positive potential impact
of technology and low rates of use (Bausch et al., 2015). A written implementation
plan serves as an intentional way to document how AT is intended to be used in
different contexts of a student's educational routine and to identify who is
responsible for supporting the implementation of technology. Moreover, there are a
wide range of devices available to students with varying features which can be
clearly documented within a written implementation plan. Teachers of students
with visual impairments (TSVIs) and AT specialists who might lead the selection
of AT devices and software cannot support students throughout their entire school
day. Thus, promoting ownership of AT implementation from other educators and
making shared expectations clear is imperative for holistic support of AT
implementation.
The development of written implementation plans is guided by a form (see
Figure 1) that is usually completed by a student's individualized educational
program (IEP) team, however, it is not a legally binding document or formally
required by IDEAI (2004). The sample written implementation plan covers several
areas, including: (a) student information, (b) implementation team, (c) equipment,
