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Even if there is no one in the IEP committee with an in depth knowledge of available AT, there should be someone looking for more data and information about AT. This person should be contacting professionals or at least doing in depth research to provide the best AT recommendations for students.

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A special education teacher is not alone and should not rely solely on themselves to know everything. This is why there is a team set in place. With the team it offers different perspectives, new knowledge to consider and the team shares the same ultimate goal of working to benefit the student. With that said a special education teacher has to be aware of the AT that is available to students and what their students' needs are.

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I think whoever is in charge should have a strong foundation of knowledge about assistive technology and what could be put to good use for a particular child. However, if they do not then they should use their resources. Ask questions, get online, go to a library. You would be amazed at the amount of information there is out there that could help you help a student with disabilities. If funding is a problem, then find a way to make it happen.

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It has been 27 years since Assistive Technology was first defined in the Tech Act of 1988 and 18 years since the first IDEA act referencing its use. After this many years of legalized implementation, I would be very surprised if an IEP team was unclear on the types of technology devices and services available. I know that it can be difficult to keep up with very new technology as it appears, but professional development and continuing education should address this issue in most cases. Additionally, most IEP teams are able to contact experts employed by the district that can provide consultation on any issue, including assistive technology. If the IEP team still is unsure of the options, it is their duty to the student to research and explore current technology devices and services before making any recommendations.

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The law says that the team must "consider" the use of assistive technology. It is worded in such a way that the IEP team is protected if they have done everything to the best of their abilities. With that being said, it is still in the best interest of students for educators to be well-educated in all available resources and research.

Assistive Technology Training Online Project. (2005). "Assistive Technology Legislation." Retrieved from: http://atto.buffalo.edu/registered/ATBasics/Foundation/Laws/atlegislation.php#TRAID

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As an educator, I would try my best to first get to know my student by establishing a positive relationship with them. By learning more about them, I would hope that I could add some insight on effective technology devices and services to provide for that student. In order to do that I believe that it is my responsibility as an educator to educate myself as much as possible on technology services and devices in hopes that I would never be in this situation. I would as consult with administration about going through trainings that can give me a better understanding about assistive technology services and devices and how to effectively determine what tools would be the most effective for each individual student.

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If members of an IEP team are unfamiliar with AT devices and how they work, they need to do research and attend professional development on the subject. It is not fair to the student for decisions to be made without everyone being informed on all of the options out there. In my school district, they have training specifically for teachers and administrators to gain a better understanding of AT devices and how they can benefit students.

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There could be new AT that has not be used in that school that could benefit a student. In that case I would think the Special Education Teacher and maybe some others would have went to a training about this technology that is new. In Aldine ISD they have a yearly technology conference for the teachers to go and learn about all the new technology that is out there for their classrooms with general education and for special education.

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IDEA requires that all students be considered for assistive technology. According to buffalo.edu "this consideration mandate infers that the IEP team has sufficient knowledge of AT devices and services to make this determination"(Reed, 2000). All school districts are required by law to have sufficient knowledge of technology devices. With that said, I believe most do. If they do not then they are not providing a FAPE. At least one person on an IEP team needs to be an expert on assistive technology.

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I think that it would be very rare to find an IEP team that is not educated on the technology

devices and services that are available to students with special needs. However, should there be one

out there, I would hope that a parent or a teacher in the school will recognize how essential it is for

them to be educated and get the principal to require them to take a class on this.

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There should not be an IEP team in any school that does not have sufficient knowledge of technology devices and services to make a determination of a student's assistive technology needs.  If the team finds that they are not knowledgeable enough to make the appropriate accommodations for their students, then they need to receive the appropriate training and education in order to obtain that knowledge.  They should bring in outside help from specialists that are knowledgeable in order to make sure that every student in their school is receiving the most beneficial education in the best environment possible, until their IEP team is qualified to do so.

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If the IEP team does not know what direction

they should proceed in placing AT in the hands

of a student, it is their ethical responsibility

to figure it out properly. Whether that means they

bring a consultant in or they find another staff

that can answer that question. The student has the right

to the best education and if the producing of some

AT is what is hindering that, there is a serious

problem.

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According to the Individuals with Disabilities Education Act the school must ensure that both AT devices and services are provided if required for the student to receive a free, appropriate public education based on being public agency. The buffalo website under the IDEA of 1990 and 1997 section mentions that the responsibility to determine what and if any, AT falls on the IEP team. It is the students right to receive AT devices and services if it is necessary so I would also hope, like my classmates, that the team would take the needed action to gain knowledge of the most appropriate technology devices and if the team is unable to do so I would hope to believe that they would go out of their way to find an expert that does hold this knowledge.

http://atto.buffalo.edu/registered/ATBasics/Foundation/Laws/atlegislation.php#TRAID

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I agree with both Jazmin and Judy that the team considering the AT should have sufficient knowledge. I would like to imagine that through the combined knowledge of the teachers, administrators, specialists, parents, and students, there is sufficient knowledge of technology devices and services to make an AT determination. I do believe that it may be part of some school district's hiring requirements that at least one person in the district specializes in AT. If, though, there is a lack "sufficient knowledge" to "make a determination," then I think it would be conceivable to imagine that the committee might try to educate themselves, or find someone who is educated in the area. It is otherwise unlawful that the ARD committee NOT make a decision and NOT provide the AT.

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Based on accumulated knowledge and what I have learned through the years of taking education courses, as Jazmin stated I would too expect the the IEP team would be knowledgable enough to provide the proper technolgy to the students. Although some members might be more exprienced than others, I beleive the team is typically well equipped to be able to make a decision on the appropriate technology.

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As apart of the IEP team, I would expect a caring educator to advocate for themselves to receive the appropriate training. According to (IDEA,2004 Sec. 1401(2)(F); training should be provided for professionals who work with the child and/or family members and are substantially involved in the major life functions of the child.

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^ Click link to read more about Assistive Technology Legislation

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^ Click link to read more about Assistive Technology Legislation

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Reed. (n.d.). Assistive Technology Legislation. Retrieved June 10, 2015, from http://atto.buffalo.edu/registered/ATBasics/Foundation/Laws/atlegislation.php#TRAID