AT/AAC Assessment Pre-Referral/Referral Process

Assistive Technology (AT)

STEP 1: Provide Pre-Referral Interventions

When considering AT implementation, what questions should we ask

ourselves as an IEP team?

What are the areas of need? What problem needs to be solved?

How is this problem impacting educational performance?

What types of interventions are currently in use?

What other types of AT are currently available to the student which may

meet his/her needs?

The Etiwanda School District Assistive Technology Pre-Referral Checklist

should be completed to facilitate this discussion and guide interventions.

If adequate progress is not achieved through full implementation of the AT

Pre-Referral Checklist strategies and current specialized services, continue

to Step 2.

STEP 2: Determine if an AT Assessment is Needed

How do I know when an AT assessment referral is appropriate?

Does the student require additional tools in order to achieve his/her

IEP goals?

Are the tools which are necessary to the student beyond what are

currently available to him/her?

If the answer to one or both questions is “no,” an AT assessment is not

warranted. If the answer to both questions is “yes,” then it is time to

make a referral for AT assessment. Continue to Step 3.

STEP 3: Submit a Referral for AT Assessment

Must include:

ESD AT Pre-Referral Checklist, including answers to all of the questions

above

The following SEIS pages:

o Referral for Special Education and Related Services

o Signed Assessment Plan

“Other” box checked

Evaluation Area: AT Assessment,

Examiner Title: AT/AAC Staff

o Prior Written Notice

Under “Reason for proposed action,” indicate what problem is

hoped to be resolved through AT.

Copy of most recent signed IEP

Copy of most recent assessments

Be prepared to be involved in the AT assessment, as it requires a team

effort.

Alternative Augmentative Communication (AAC)

STEP 1: Provide Pre-Referral Interventions

When a student is already receiving Speech/Language services but is

not yet able to effectively communicate his/her needs, what questions

should we ask ourselves as an IEP team?

How does the child currently communicate?

What aspect of communication is most challenging to this student?

What problem needs to be solved?

How is this problem impacting educational performance?

What types of interventions are currently in use?

What other types of communication supports are currently available to

the student which may meet his/her needs?

The Etiwanda School District Alternative Augmentative Communication

Pre-Referral Checklist should be completed to facilitate this discussion

and guide interventions.

If adequate progress is not achieved through full implementation of the

AAC Pre-Referral Checklist strategies and current specialized services,

continue to Step 2.

STEP 2: Determine if an AAC Assessment is Needed

How do I know when an AAC assessment referral is appropriate?

Does the student require additional communication tools in order to

achieve his/her IEP goals?

Are the tools which are necessary to the student beyond what are

currently available to him/her?

If the answer to one or both questions is “no,” an AAC assessment is not

warranted.

If the answer to both questions is “yes,” then it is time to make a referral

for AAC assessment. Continue to Step 3.

STEP 3: Submit a Referral for AAC Assessment

Must include:

ESD AAC Pre-Referral Checklist, including answers to all of the

questions above

The following SEIS pages:

o Referral for Special Education and Related Services

o Signed Assessment Plan

“Other” box checked

Evaluation Area: AAC Assessment,

Examiner Title: AT/AAC Staff

o Prior Written Notice

Under “Reason for proposed action,” indicate what problem

is hoped to be resolved through an AAC device

Copy of most recent IEP

Copy of most recent assessments

Be prepared to be involved in the AAC assessment, as it requires a

team effort.

HI-TECH

Computer •

Electronic tablet •

Electric wheelchair •

Portable word processor •

Text to speech • Speech to text •

Alternative Augmentative Communication

(AAC) device • Mouse alternative • Smart board •

Alerting device • Keyboard alternative

MID-TECH

Electrical device • Screen magnifier • Audio book • Text telephone

• Adapted CD player • Voice amplification system • Scooter • Gait

trainer • Braille translation software • Switch adapted game or

toy • Adapted switch • Adapted TV remote • Adapted chair or

table • Adapted keyboard • Calculator • Electronic speller • Word

prediction software • Manual wheelchair

SAMPLE

LOW-TECH

Graphic organizer • Visual schedule • Adaptive pencil/writing utensil (i.e. weighted, fat, skinny,

triangular, golf, etc) • Adaptive paper (i.e. graph, special spacing or texture, HWT, etc.) • Pencil grip •

Adaptive eraser • Number line • Multiplication chart • White board • White board with place value •

White board with grids • Slant board • Post-It • Highlighter •Modified file folder • Rubber stamps (for

spelling or writing) • Rug lock (for book stability) • Squishy ball (fidget) • Tactile ruler • Velcro • Page

protector or Colored transparency • Magnetic strips (to create magnetic numbers, letters, words, etc. as

manipulatives) • Magnetic picture frame (for home reminder of target, goal, or concept) • Bookmark

with open transparent center for reading guide • Binder clip (for grip for turning pages) • Jumbo ruler

(for enlarged numbers) • Jumbo anything (for magnification) • Any manipulative

Tri-TechTriangle of Assistive Technology

Note: If in doubt as to how a

particular device could be used

as AT, try googling

“___ as assistive technology.”

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