ATAP Overview

Chittenden Central Supervisory Union (CCSU) utilizes a formal assessment process to determine which assistive technology may be the most appropriate to aid students in accessing the curriculum, increase independence for students, and enhance students’ learning opportunities.  This process is called the Assistive Technology Assessment Plan (ATAP).

CCSU has created its ATAP based on the SETT Framework created by Joy Zabala. SETT stands for Student, Environment, Tasks and Tools. By first examining the Student in question, the Environment(s) in which the student will be performing tasks, and the Tasks the student will be attempting, we can be better informed about which Tools to recommend to assist the student in obtaining independence and lowering barriers to performance.

The Chittenden Central ATAP is implemented within the special education/504 processes for supporting students with disabilities in the district. Two pathways for assessment regarding Assistive Technology (AT) needs exist in CCSU.

The first pathway is when the team for a student on an IEP/504 determines an immediate barrier to an educational goal or goals that must be addressed quickly. In this case, a modified ATAP, referred to as the Abbreviated ATAP should be used to determine which tool or tools (supports, devices, services, strategies, accommodations, modifications, etc.) (Zabala, 2005) should be chosen for a trial implementation with the student. It is important to note that as many team members as possible should be included in the Abbreviated ATAP. Also, it is expected that implementation of the Abbreviated ATAP will occur less frequently than implementation of the full ATAP.

The second pathway where the ATAP needs to be implemented is as a full AT assessment as part of the IEP process. The full ATAP should be implemented in all ongoing IEP meetings by all members of the IEP team to assist in determining which AT Tools should be trialed for the student. This may be a process that takes more than one (or part of one) IEP meeting.

Guidelines & Principles

There are several guidelines or principles that should be followed and or understood when implementing the ATAP in either pathway:

• The Student, the Environment and the Tasks need to be considered thoroughly before any tools are discussed in the process.

• Implementation of the Tools with regard to training for the student and the staff and building in time and resources for this training must be planned for accordingly.

• “The least complex intervention needed to remove barriers to performance should be a first consideration.” (Zabala, 1992)

• Determining which AT Tools are best for a student is an iterative, ever-changing and ongoing process.

• Tools should be trialed with students before they are purchased.

• Trials must consist of repeated uses by the student where data is collected. The trial must be for an amount of time such that the data collected will be significant enough to accurately and usefully guide the team in the decision-making process regarding the AT.

Last updated: Oct 4, 2011 at 9:33 am