VIDBE-Q Volume 69 Issue 4
their teachers (Connor et al., 2010; Flanagan et al., 2013; Judge & Simms, 2009).
Furthermore, research has indicated that one reason AT is not fully utilized in
classrooms is that teachers feel that AT is can only be implemented by a few
trained individuals (Connor & Beard, 2015). Thus, teachers need to be trained
regarding ways they can actively participate in AT decisions, implement
recommended technologies, and monitor progress. In order to familiarize general
education teachers with AT and considerations for its use, the following provides a
step-by-step approach for TSVIs to use when meeting with general education
teachers at the beginning of the year, when a new student moves in, or when IEP
documents are updated. Table 1 provides a summary of the major points that
correspond with each step.
Step 1: AT in the Individual Education Program
Teachers of students with visual impairments can begin by explaining how
AT should be addressed in the individual education program (IEP). According to
the Connecticut Assistive Technology Guidelines (2021), student's IEPs should
provide one of the following: (a) documentation that AT was considered and is not
needed by the student at this time (b) documentation that AT is necessary and how
it will be used to support IEP goals, or (c) documentation that more data is
necessary in order to determine the student's need for AT. Due to the challenges
with regard to access faced by students with visual impairments, it is very likely
