Introduction  

Thank you for participating in the 2007/08 Texas Assistive Technology Network (TATN) survey incorporating the Quality Indicators for Assistive Technology (QIAT) services in school settings. The TATN will use the information you provide to gain a statewide perspective of the assistive technology services provided for children in Texas public schools. While the QIAT Indicators can be used as a tool to facilitate multidisciplinary teams in gauging current strengths and weaknesses in providing assistive technology services, this particular survey is designed to be completed by individuals who are involved in the delivery of assistive technology services in Texas schools.

There are 53 questions presented in this survey. Depending on the amount of time you spend with each question, it is anticipated that an individual will need approximately 30 minutes (an average of 30 seconds per question) to complete the entire survey. Please set aside time to complete the survey as you will not be able to save a partially completed survey and return to it later.

The survey is also available in print form by contacting Kirk Behnke at 713-744-6559 or kbehnke@esc4.net
Important: You may only progress forward in this form. Do no use the 'Back' button on your browser to move backward in the form. This will clear your form and cause you to restart the form from the beginning.  
 
Information about you (5 questions)  
Perspective From what prespective is this from being completed?
Region: Select the regional education service center that supports your school district or charter school.
District: Please provide the full name of your school district. (e.g. "Houston Independent School District" instead of "HISD")
District Position / Occupation:Please select the option that most appropriately describes your role with the school district.
Professional Background: Please select all that apply.
  Student
  Parent
  Adminstrator
  General Education Teacher
  Special Education Teacher
  LSSP/Counselor/Diagnostician
  AT Specialist/Facilitator
  Speech-Language-Pathologist
  Occupational Therapist
  Physical Therapist
  Other
If you selected "other", please specify your professional background.
Experience: Please select the option that identifies the number of years of experience you have with assistive technology devices and/or services.
 
Click on "Next" to continue.  
Quality Indicators for Consideration of Assistive Technology Needs

 

Consideration of the need for AT devices and services is an integral part of the educational process identified by the Individuals with Disabilities Education Act of 1997 (IDEA '97) for referral, evaluation, and IEP development. Although AT is considered at all stages of the process, the Consideration Quality Indictors are specific to the consideration of AT in the development of the IEP as mandated by IDEA '97. In most instances, the Quality Indicators are also appropriate for the consideration of AT for students who qualify for services under other legislation (e.g. 504, ADA).
 



 
This is the first of eight sections. There are a total of seven (7) questions in this section. Scroll down the page to view and respond to each question.

  1. Assistive technology devices and services are considered for all students with disabilities regardless of type or severity of disability.  
 
Intent: Consideration of assistive technology need is required by IDEA '97 and is based on the unique educational needs of the student. Students are not excluded from consideration of AT for any reason. (e.g. type of disability, age, administrative concerns, etc.)

Select One: Select the statement that most accurately reflects your individual perception of the current services provided in the school district with which you are associated.

  1. AT is not considered for students with disabilities
  2. AT is considered only for students with severe disabilities or students in specific disability categories
  3. AT is considered for all students with disabilities but the consideration is inconsistently based on the unique educational needs of the student
  4. AT is considered for all students with disabilities and the consideration is generally based on the unique educational needs of the student
  5. AT is considered for all students with disabilities and the consideration is consistently based on the unique educational needs of the student.
 
 
  1. During the development of the individualized educational program (IEP), the IEP team consistently uses a collaborative decision-making process that supports systematic consideration of each student's possible need for assistive technology devices and services.  
 
Intent: A collaborative process that ensures that all IEP teams effectively consider the assistive technology of studetns is defined, communicated, and consistently used throughout the agency. Processes may vary from agency to agency to most effectively address student needs under local conditions.

Select One: Select the statement that most accurately reflects your individual perception of the current services provided in the school district with which you are associated.

  1. No process is established for IEP teams to use to make AT decisions.
  2. A process is established for IEP teams to use to make AT decisions but it is not collaborative.
  3. A collaborative process is established but not generally used by IEP teams to make AT decisions.
  4. A collaborative process is established and generally used by IEP teams to make AT decisions.
  5. A collaborative process is established and consistently used by IEP teams to make AT decisions.
 
 
  1. IEP team members have the collective knowledge and skills needed to make informed assistive technology decisions and seek assistance when needed.  
 
Intent: IEP team members combine their knowledge and skills to determine if assistive technology devices and services are needed to remove barriers to student performance. When the assistive technology needs are beyond the knowledge and scope of the IEP team, additional resources and support are sought.

Select One: Select the statement that most accurately reflects your individaul perception of the current services provided in the school district with which you are associated.

  1. The team does not have the knowledge or skills needed to make informed AT decisions. The team does not seek help when needed.
  2. Individual team members have some of the knowledge and skills needed to make informed AT decisions. The team does not seek help when needed.
  3. Team members sometimes combine knowledge and skills to make informed AT decisions. The team does not always seek help when needed.
  4. Team members generally combine their knowledge and skills to make informed AT decisions. The team seeks help when needed.
  5. The team consistently uses collective knowledge and skills to make informed AT decisions. The team seeks help when needed.
 
 
  1. Decisions regarding the need for assistive technology devices and services are based on the student's IEP goals and objectives, access to curricular and extracurricular activities, and progress in the general education curriculum.  
 
Intent: As the IEP team determines the tasks the student needs to complete and develops the goals and objectives, the team considers whether assistive technology is required to accomplish those tasks.

Select One: Select the statement that most accurately reflects your individual perception of the current services provided in the school district with which you are associated.

  1. Decisions about a student's need for AT are not connected to IEP goals or the general curriculum.
  2. Decisions about a student's need for AT are based on either access to the curriculum/IEP goals or the general curriculum¸ not both.
  3. Decisions about a student's need for AT sometimes are based on both the student's IEP goals and general education curricular tasks.
  4. Decisions about a student's need for AT generally are based on both the student's IEP goals and general education curricular tasks.
  5. Decisions about a student's need for AT consistently are based on both the student's IEP goals and general education curricular tasks.
 
 
  1. The IEP team gathers and analyzes data about the student, customary environments, educational goals, and tasks when considering a student's need for assistive technology devices and services.  
 
Intent: The IEP team shares and discusses information about the student's present levels of achievement in relationship to the environments, and tasks to determine if the student requires assistive technology devices and services to participate actively, work on expected tasks, and make progress toward mastery of educational goals.

Select One: Select the statement that most accurately reflects your individual perception of the current services provided in the school district with which you are associated.

  1. The IEP team does not gather and analyze data to consider a student's need for assistive technology devices and services.
  2. The IEP team gathers and analyzes data about the student¸ customary environments¸ educational goals or tasks¸ not all¸ when considering a student's need for assistive technology devices and services.
  3. The IEP team sometimes gathers and analyzes data about the student¸ customary environments¸ educational goals and tasks when considering a student's need for assistive technology devices and services.
  4. The IEP team generally gathers and analyzes data about the student¸ customary environments¸ educational goals and tasks when considering a student's need for assistive technology devices and services.
  5. The IEP team consistently gathers and analyzes data about the student¸ customary environments¸ educational goals and tasks when considering a student's need for assistive technology devices and services.
 
 
  1. When assistive technology is needed, the IEP team explores a range of assistive technology devices, services, and other supports that address identified needs.  
 
Intent: The IEP team considers various supports and services that address the educational needs of the student and may include no tech, low tech, mid-tech and/or high tech solutions and devices. IEP team members do not limit their thinking to only those devices and services currently available within the district.

Select One: Select the statement that most accurately reflects your individual perception of the current services provided in the school district with which you are associated.

  1. The IEP team does not explore a range of assistive technology devices¸ services¸ and other supports to address identified needs.
  2. The IEP team considers a limited set of assistive technology devices¸ services¸ and other supports.
  3. The IEP team sometimes explores a range of assistive technology devices¸ services¸ and other supports.
  4. The IEP team generally explores a range of assistive technology devices¸ services¸ and other supports.
  5. The IEP team always explores a range of assistive technology devices¸ services¸ and other supports to address identified needs.
 
 
  1. The assistive technology consideration process and results are documented in the IEP and include a rationale for the decision and supporting evidence.  
 
Intent: Even though IEP documentation may include a checkbox verifying that assistive technology has been considered, the reasons for the decisions and recommendations should be clearly stated. Supporting evidence may include the results of assistive technology assessments, data from device trials, differences in achievement with and without assistive technology, student preferences for competing devices, and teacher observations, among others.

Select One: Select the statement that most accurately reflects your individual perception of the current services provided in the school district with which you are associated.

  1. The consideration process and results are not documented in the IEP.
  2. The consideration process and results are documented in the IEP but do not include a rationale for the decision and supporting evidence.
  3. The consideration process and results are documented in the IEP and sometimes include a rationale for the decision and supporting evidence.
  4. The consideration process and results are documented in the IEP and generally include a rationale for the decision and supporting evidence.
  5. The consideration process and results are documented in the IEP and consistently include a rationale for the decision and supporting evidence.
 
Click on "Next" to continue.  
Quality Indicators for Assessment of Assistive Technology needs

 

Quality Indicators for Assessment of Assistive Technology needs is a process conducted by a team, used to identify tools and strategies to address a student's specific need(s). The issues that lead to an AT assessment may be very simple and quickly answered or more complex and challenging. Assessment takes place when these issues are beyond the scope of the problem solving that occurs as a part of normal service delivery.
 



 
This is the second of eight sections. There are a total of seven (7) questions in this section. Scroll down the page to view and respond to each question.

  1. Procedures for all aspects of assistive technology assessment are clearly defined and consistently applied.  
 
Intent: Throughout the educational agency, personnel are well informed and trained about assessment procedures and how to initiate them. There is consistency throughout the agency in the conducting of assistive technology assessments. Procedures may include - but are not limited to - initiating an assessment, planning and conducting an assessment, conducting trials, reporting results, and resolving conflicts.

Select One: Select the statement that most accurately relects your individual perception of the current services provided in the school district with which you are associated.

  1. No procedures are defined.
  2. Some assessment procedures are defined¸ but not generally used.
  3. Procedures are defined and used only by specialized personnel.
  4. Procedures are clearly defined and generally used in both special and general education.
  5. Clearly defined procedures are used by everyone involved in the assessment process.
 
 
  1. Assistive technology assessments are conducted by a team with the collective knowledge and skills needed to determine possible assistive technology solutions that address the needs and abilities of the student, demands of the customary environments, educational goals, and related activities.  
 
Intent: Team membership is flexible and varies according to the knowledge and skills needed to address student needs. The student and family are active team members. Various team members bring different information and strengths to the assessment process.

Select One: Select the statement that most accurately reflects your individual perception of the current services provided in the school district with which you are assoicated.

  1. A designated individual with no prior knowledge of the student's needs or technology conducts assessments.
  2. A designated person or group of individuals who have knowledge of technology¸ but not of the student's needs ¸ environments¸ or tasks conducts assessments.
  3. A designated team conducts assessments with limited input from individuals who have knowledge of the student's needs¸ environments¸ tasks¸ and knowledge of assistive technology.
  4. A team whose members have direct knowledge of the student's needs¸ environments¸ tasks¸ and knowledge of assistive technolgoy generally conducts assessments.
  5. A flexible team formed on the basis of knowledge or expertise in the areas of the individual student's needs¸ environments¸ tasks¸ and assistive technology conducts assessments.
 
 
  1. All assistive technology assessments include a functional assessment in the student’s customary environments, such as the classroom, lunchroom, playground, home, community setting, or work place.  
 
Intent: The assessment process includes activities that occur in the student's current or anticipated environments because characteristics and demands in each may vary. Team members work together to gather specific data and relevant information in identified environments to contribute to assessment decisions.

Select One: Select the statement that most accurately reflects your individual perception of the current services provided in the school district with which you are associated.

  1. No component of the AT assessment is conducted in any of the student’s customary environments.
  2. No component of the AT assessment is conducted in any of the customary environments¸ however¸ data about the customary environments are sought.
  3. Functional components of AT assessments are sometimes conducted in the student’s customary environments.
  4. Functional components of AT assessments are generally conducted in the student’s customary environments.
  5. Functional components of AT assessments are consistently conducted in the student’s customary environments.
 
 
  1. Assistive technology assessments, including needed trials, are completed within reasonable timelines.  
 
Intent: Assessments are initiated in a timely fashion and completed within a timeline that is reasonable as determined by the IEP team. The timeline complies with applicable state and agency requirements.

Select One: Select the statement that most accurately reflects your individual perception of the current services provided in the school district with which you are associated.

  1. AT assessments are not completed within agency timelines.
  2. AT assessments are frequently out of compliance with timelines.
  3. AT assessments are completed within a reasonable timeline and may or may not include initial trials.
  4. AT assessments are completed within a reasonable timeline and include at least initial trials.
  5. AT assessments are conducted in a timely manner and include a plan for ongoing assessment and trials in customary environments.
 
 
  1. Recommendations from assistive technology assessments are based on data about the student, environments and tasks.  
 
Intent: The assessment includes information about the student's needs and abilities, demands of various environments, educational tasks, and objectives. Data may be gathered from sources such as student performance records, results of experimental trials, direct observation, interviews with students or significant others, and anecdotal records.

Select One: Select the statement that most accurately reflects your individual perception of the current services provided in the school district with which you are associated.

  1. Recommendations are not data based.
  2. Recommendations are based on incomplete data from limited sources.
  3. Recommendations are sometimes based on data about student performance on typical tasks in customary environments.
  4. Recommendations are generally based on data about student performance on typical tasks in customary environments.
  5. Recommendations are consistently based on data about student performance on typical tasks in customary environments.
 
 
  1. The assessment provides the IEP team with clearly documented recommendations that guide decisions about the selection, acquisition, and use of assistive technology devices and services.  
 
Intent: A written rationale is provided for any recommendations that are made. Recommendations may include assessment activities and results, suggested devices and alternative ways of addressing needs, services required by the student and others, and suggested strategies for implementation and use.

Select One: Select the statement that most accurately reflects your individual perception of the current services provided in the school district with which you are associated.

  1. Recommendations are not documented.
  2. Documented recommendations include only devices. Recommendations about services are not documented.
  3. Documented recommendations may or may not include sufficient information about devices and services to guide decision-making and program development.
  4. Documented recommendations generally include sufficient information about devices and services to guide decision-making and program development.