VIDBE-Q Volume 69 Issue 4
Table 1
Steps in the AT Collaborative Consultation Process
Critical Steps Key Points
AT and the IEP
• Found in PLAAFP, Goals, Accommodations,
or VI Supplement; could include
keyboarding, hotkey, and self-advocacy goals
Familiarity with Student-Specific AT
• Video Magnifiers-portability?
• Handheld Devices
• Braille Displays
• Screen Readers
Teacher Use of AT
• Provide experience performing tasks while
using AT
• Training on built-in accessibility features
• Helps teachers understand additional time
needed to perform tasks with AT
• Firsthand experience with literacy access or
young kids who are learning to read and write
under technology
Considerations for AT Use
• Students with milder vision loss may not
always need AT; must train kids to advocate
for when/what type of AT is needed
• The use of AT may reduce the need to enlarge
print
• Ways to leverage Universal Design for
Learning
• Have a plan for technical support and
progress monitoring
