Mesa Public Schools believes that Assistive Technology is dynamic with regard to both technologies and implementation and should be driven by the often growing needs of our students, with specific considerations to their current environment and functioning. The implementation of such services is best delivered through a consultative model versus a single event "assessment" or "evaluation". Specialists within the Assistive Technology Department work closely with site-based IEP teams to consider appropriate AT accommodations and assist in their implementation across various educational environments. Specialists also provide technical support and training for devices/equipment provided within the district or those already accessible to, and appropriate for, the student. Information regarding general classroom supports is available on this website, or can be obtained by contacting an AT/AAC specialist. Student specific consultations can be requested with a signed consultation form from within Synergy. See information below or contact an AT/AAC specialist for more details. See the "Staff" page for contact information.
When to generate a consult for students:
If a student is not making expected progress on IEP goals, or his/her documented disability is hindering access to curricular materials within one or more academic setting, examination of current accommodations is warranted. Refer to the AT/AAC flowchart (on the right) to determine when an AT/AAC consult is appropriate .
There are many AT accommodations that can be implemented without generating a consult:
Feel free to contact a department specialist directly with any additional questions and/or reference the department's "AT Consideration - Available Resources" on the right for details.
Documenting in the IEP
Successful AT/AAC accommodations should be documented in the following sections of a student’s IEP:
• PLAAFP: If an accommodation proves successful, it should be described in
specific terms in the student’s PLAAFP, including brand names, access methods, required cues, etc.
• Section E (Special Considerations): check the box “AT Needed” if the technology is not standard within the curriculum. Describe the technology in general terms (i.e., word processor, communication device).
• Goals: AT/AAC use is incorporated as a condition of the goal, NOT the goal itself. Describe the technology in general terms.
• Section H (Supplementary Aids): AT/AAC accommodations should be included, in general terms, in the list of general ed. classroom accommodations as appropriate.
• Section J (Testing): AT/AAC accommodations should be included, in general terms, in the list of testing accommodations as appropriate.
Accommodations are practices and procedures that change presentation, response, setting, and/or timing/scheduling of assessments and are intended to provide equitable access during instruction and assessments for students with disabilities (i.e., students with Individualized Education Programs [IEP] or 504 plans).
Information regarding accommodations for state testing is available on the Arizona Department of Education Website. A direct link has been provided to the right of this display and includes AzMERIT Testing Conditions, Tools, and Accommodations Guidance. Information is provided in both a printable PDF document and webinar format.
AT Support Request Form
Are you in need of materials or support? Submit this form for all requests pertaining to Assistive Technology