Special Education Services

Assistive Technology: Augmentive & Alternative Communication


Students

The Boise District Assistive Technology team is a diverse group of professionals offering motor, vision, speech, language and curriculum assistance integrated with educational technology. The team is comprised of speech language pathologists, physical and occupational therapists, and a teacher for the visually impaired.

The team serves all students from preschool to high school in the Boise District that exhibit needs for these services. Support is offered to teachers and students through observation, assessment, recommendations, assistance with implementation of ideas and equipment, and follow up. This support enables students with disabilities to participate in their educational program with equipment ranging from low tech to high tech.

Augmentative and Alternative Communication (AAC) falls under the Assistive Technology umbrella. AAC is used by individuals whose communication is inadequate to meet their varied communication needs. In addition to the supports listed above, the team helps students be successful communicators by trying different communication devices and obtaining device funding.

Referral and Evaluation Procedures

Students

After Individualized Education Program (IEP) teams have tried assistive technology (AT) with a student they may need to find different AT to try. This is the process to refer a student to the Boise District AT team:

  • School team discusses concerns about the communication and academic / classroom performance of a student at MDT or other appropriate meeting. The OT/PT or SLP assigned to that school are consulted.
  • School notifies parent of concerns and that a request for consultation or observation from the AT/AAC team be made.
  • School contacts a member of the AT/AAC team and requests a consultation or observation. A two page “Student Referral/Information Guide” is completed and returned to the AT/AAC team. (The student is placed on the AT/AAC team’s priority list when the ‘Student Referral/Information Guide” is returned.)
  • AT/AAC team member(s) will observe and gather information to assist teacher. An action plan is designed with the school team, including parents, at a meeting or in written form.
  • AT/AAC team recommends:
    • Interventions: AT/AAC team offers recommendations and support for school staff
      OR
    • Continued interventions: After considering AT/AAC team observations, the school team requests continued consultation and on-going follow-up by contacting the AT/AAC coordinator
      OR
    • Requests are made for a formal evaluation. (This often includes completing an intake questionnaire and trying different assistive technology equipment.)

Assistive Technology Definitions

  • Assistive Technology Device - any item, piece of equipment, or product system - whether acquired commercially, modified, or customized - that is used to increase, maintain, or improve the functional capabilities of a student with disabilities.
  • Assistive Technology Assessment - provides additional information to determine if a student will need special education, related services, or supplementary aids and services to enable that student to be educated in the least restrictive environment.
  • Assistive Technology Service - any service that directly assists a student with a disability in the selection, acquisition, or use of an assistive technology device.
  • Augmentative and Alternative Communication - an area of clinical practice that attempts to compensate (either temporarily or permanently) for the impairment and disability patterns of individuals with severe expressive communication disorders (i.e., the severely speech-language and writing impaired). (ASHA, 1989, P.107) AAC interventions should always be multi modal in nature, that is, they should "utilize the individual's full communication capabilities, including any residual speech or vocalization, gestures, signs, and aided communication". The use of gestural communication (including for example, facial expressions, eye gaze, and body postures, in additions to hand gestures) is within the overall definition of AAC.