Assistive technology consideration checklist

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

Use this checklist to show the IEP team considered assistive technology, as IDEA requires for every student. Before the meeting, gather task data and current tools. During it, ask what the student cannot do yet and whether a tool would help. After it, write devices, services and training into the IEP and schedule a check on use.

Every IEP team must consider whether the student needs assistive technology devices and services.^[1] That applies to a student with a mild learning disability as much as to a student who uses a speech-generating device. In practice, the AT box often gets a quick "no" with nothing behind it. This checklist gives the team a short routine that leaves a clear record.

The definitions matter. An assistive technology device is any item or system used to increase, maintain or improve the student's functional capabilities, not including surgically implanted devices.^[2] An assistive technology service is anything that helps the student choose, get or use a device, including evaluation, buying or leasing, fitting, repair, coordination with other therapies, and training for the student, family and staff.^[3] The district must make devices and services available when the IEP requires them.^[4]

Before the meeting

List the tasks the student cannot yet do, or does far more slowly than peers. Reason: AT is chosen for a task, not a disability label. "Writes 6 words a minute" is a starting point; "has dysgraphia" is not.
Collect one number per task. Reason: a number lets the team compare with and without a tool. Words per minute, minutes to finish, items completed or percent of requests understood all work.
List the tools the student already uses. Reason: many students already use text-to-speech, a calculator or a slant board without it being in the IEP. If it is needed, it belongs in the plan.
Note the tools available in every classroom. Reason: built-in tools like dictation and screen readers may meet the need without a new device.
Ask the student and family what helps at home. Reason: a tool that works at home is often the fastest one to try at school.
Check materials are accessible. Reason: a student who cannot read print may need textbooks in audio, digital or braille format. The AEM Center has guidance on accessible educational materials.^[5]
Invite someone with AT knowledge if the answer is unclear. Reason: an SLP, OT or AT specialist can say what is worth trying.

During the meeting

For each task on the list, ask: can the student do this now, with the supports already in place? Reason: if yes, AT may not be needed for that task. Record it.
If not, ask: would a tool help the student do it more independently? Reason: this is the heart of AT consideration. The question is function, not whether a device is impressive.
Decide one of four outcomes for each task. Reason: a clear outcome is easy to document. The four outcomes: AT is not needed because current supports work; AT is already in use and working, so add it to the IEP; AT may help, so plan a trial with data; or the need is unclear, so request an AT evaluation.
For any tool, name the setting. Reason: a tool used only in the resource room does not help in science. Name each class or setting.
Ask whether the student needs the device at home. Reason: the school must allow home use of school-purchased devices when the team decides the student needs it to receive FAPE.^[4]
List the AT services, not only the device. Reason: training, setup and repair are what make a device usable. Name who provides each and how often.
Connect AT to goals and accommodations. Reason: a device that is part of a goal ("using word prediction, will write...") needs to be listed in services or accommodations too.

After the meeting

Write the AT decision in the IEP for each task. Reason: "AT considered; not needed" with no reason does not show the team looked.
Order or set up the device and set a date it will be ready. Reason: delays between the meeting and a working device are a common complaint.
Train the student, staff and family. Reason: a tool nobody knows how to use stays in a drawer.
Collect use data for 4 to 6 weeks. Reason: check whether the student uses the tool and whether the task number improved.
Schedule a check, not just the annual review. Reason: a tool that is not working after 6 weeks should be adjusted then, not next year.
Plan for transitions. Reason: when the student moves classes or schools, devices, settings and training need to move too.

An example record

A fictional 4th grader, Dev, has a learning disability in written expression. His team's record reads:

Task	Number now	Outcome	Plan
Handwritten paragraph	7 words per minute, 12 misspellings per 50 words	Trial	4-week trial of speech-to-text and word prediction in ELA and science
Reading grade 4 science text	Understands when read aloud	Already in use	Add text-to-speech to the IEP for science and social studies
Math computation	Accurate, at grade level	Not needed	No AT for math
Spoken communication	Clear, age-typical	Not needed	No AT for communication

The trial ran in February. With speech-to-text, Dev produced 19 words per minute with 3 misspellings per 50 words. The team amended the IEP to add speech-to-text as an accommodation and a writing goal using it. Training for his two teachers was 2 sessions of 20 minutes.

What to do when an item is missing

No baseline number. Do not guess. Take 3 short probes before deciding, or plan a trial that starts with a baseline week.
Nobody on the team knows AT. Ask the district for an AT specialist consult or an AT evaluation. Note the request and date in the IEP.
The device is not available yet. Write what the student will use in the meantime and the date the device will be ready.
Staff are not trained. Add training as an AT service with a date and provider.
The student will not use the tool. Ask the student why. A different tool, a different setting or a brief training often solves it. The SETT process helps here.

For a full decision process for a single student, use the SETT framework. For ideas on what tools exist, see the assistive technology accommodations list. For communication devices, AAC in the IEP covers what to write. Goal wording that names AT is in assistive technology goals and keyboarding goals. AT is one of five factors the team must consider; see IEP special factors for the others, and what an IEP is for how it fits the plan.

Some states use a required AT consideration form, so check your state's version before adapting this one.

Frequently asked questions

Does every IEP have to consider assistive technology?

Yes. IDEA requires the IEP team to consider whether each student needs assistive technology devices and services, at the first IEP and whenever the IEP is reviewed or revised. The answer can be no, but the team should record why.

Can a student take a school AT device home?

Yes, when the IEP team decides the student needs the device at home or in other settings to receive a free appropriate public education. The team decides case by case and should write it in the IEP.

What counts as an AT service?

Anything that helps the student choose, get or use a device. That includes evaluation, buying or leasing, fitting and repair, coordinating with other therapies, and training the student, family and staff.

Use it in IEP Atlas

Sources

34 CFR §300.324: Development, review, and revision of IEP, Legal Information Institute, Cornell Law School
34 CFR §300.5: Assistive technology device, Legal Information Institute, Cornell Law School
34 CFR §300.6: Assistive technology service, Legal Information Institute, Cornell Law School
34 CFR §300.105: Assistive technology, Legal Information Institute, Cornell Law School
The National Center on Accessible Educational Materials for Learning, CAST

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.