When reviewing or using QIAT, it is important to be aware of some basic assumptions that pertain to all areas of QIAT. First, it is essential that ALL assistive technology services developed and delivered by states or districts are legally correct according the mandates and expectations of federal and state laws and are aligned to district policies. Second, assistive technology work, at all stages, involves on-going collaborative work by families and caregivers, and school, and often includes other individuals and service agencies. Third, multidisciplinary team members involved in assistive technology processes are responsible for following the code of ethics for their specific profession.

Quality Indicators for Administrative Support

This area defines the critical areas of administrative support and leadership for developing and delivering assistive technology services. It involves the development of policies, procedures, and other supports necessary to sustain an effective assistive technology program.

Indicators for Administrative Support

1. The education agency has written procedural guidelines that ensure equitable access to assistive technology devices and services for students with disabilities, if required for FAPE.
2. The education agency has clearly defined and broadly disseminated procedures for providing effective assistive technology devices and services.
3. The education agency has job descriptions that include knowledge, skills, and responsibilities for staff members who provide assistive technology services.
4. The education agency employs a range of personnel who have the competencies needed to provide quality assistive technology services within areas of primary responsibility.
5. The education agency includes assistive technology in the technology planning and budgeting process.
6. The education agency provides for continuous learning opportunities about assistive technology devices, strategies, and resources that include staff development, family training, and student training.
7. The education agency uses a systematic procedure to evaluate the components of assistive technology services to ensure accountability for student progress.

Quality Indicators for Consideration of Assistive Technology Needs

Consideration of the need for assistive technology devices and services is an integral part of the educational process identified by IDEA '97 for referral, evaluation, and IEP development. Federal legislation does not specify a separate process for consideration of the need for assistive technology. Although assistive technology is considered at all stages of the process, the Quality Indicators are specific to the "consideration of special factors" in the development of the IEP as mandated by IDEA '97. In most instances, the Quality Indicators are also appropriate for the consideration of assistive technology for students who qualify for services under other plans.

Indicators for Assistive Technology Consideration

1. AT devices and services are considered for all students with disabilities regardless of type or severity of disability.
2. IEP team has the knowledge and skills to make informed assistive technology decisions.
3. IEP team uses critical decision-making processes to make determinations based on data about the student, environments, and tasks.
4. A continuum of assistive technology devices and services is explored.
5. Decisions regarding the need for assistive technology devices and services are made based on access to the curriculum and the student's IEP/IFSP goals and objectives.
6. Decisions regarding the need for assistive technology devices and services and supporting data are documented.

Quality Indicators for Assessment of Assistive Technology Needs

Assessment is a process conducted by a team, used to identify tools and strategies to address a student's specific problem(s). The issues that lead to an assistive technology assessment may be very simple and quickly answered, or more complex and challenging. Assessment takes place when these issues are beyond the scope of the problem solving that occurs as a part of normal service delivery.

Indicators for Assistive Technology Assessment

1. Assistive technology assessments are conducted by members of a team, who collectively are competent and knowledgeable about assistive technology devices and services.
2. Assistive technology assessment procedures are clearly defined and consistently used.
3. Assistive technology assessments, including needed trials, are completed within reasonable time lines.
4. Assistive technology assessments are conducted in the student's customary environments and actively involve the student and family or care givers.
5. The Assistive technology assessment outcomes are based on the student's needs/abilities, environments, and tasks.
6. The assistive technology assessment results in clearly documented recommendations for assistive technology devices and services that are used by the IEP team in decision-making and program development.
7. Assistive technology needs are reassessed periodically based on changes in the child, the environments, or the tasks.

Quality Indicators for Documentation in the IEP

The Individuals With Disabilities Education Act of 1997 (IDEA'97) requires that IEP team members consider assistive technology needs in the development of every Individualized Education Program (IEP). Once the IEP team has reviewed assessment results and determined that assistive technology is needed for provision of FAPE, it is important that the IEP document reflects the team's determination in as clear a fashion as possible. The quality indicators for Assistive Technology in the IEP help the team to identify the places in the IEP that assistive technology might be included.

Indicators for Assistive Technology in the IEP

1. Assistive technology is included in the IEP in a manner that provides a clear and complete picture of the devices and services to be provided and used.
2. Assistive technology is used as a tool to support achievement of IEP goals and objectives as well as participation and progress in the general curriculum.
3. IEP content regarding assistive technology use is written in language that describes measurable and observable outcomes.
4. All services needed to implement assistive technology use are documented in the IEP, including support for staff.
5. The education agency has guidelines for inclusion of assistive technology in the IEP and everyone on the IEP team is aware of them.

Quality Indicators for Assistive Technology Implementation

Assistive Technology implementation pertains to how assistive technology devices and services, as included in the IEP (including goals/objectives, related services, supplementary aids and services and accommodations or modifications), are delivered and integrated into the student's educational program. Assistive technology implementation involves people working together to support the student using assistive technology to accomplish expected tasks necessary for active participation in customary educational environments.

Indicators for Assistive Technology Implementation

1. Assistive technology implementation proceeds according to a collaboratively developed plan.
2. Assistive technology is integrated into the curriculum and daily activities of the student.
3. Team members share clearly defined responsibility for implementing the plan in multiple environments.
4. The student uses multiple strategies to accomplish tasks, and the of use assistive technology included in those strategies.
5. Training for the student, family, and staff is an integral part of implementation.
6. Assistive technology implementation is initially based on assessment data and is adjusted based on student performance data.
7. Assistive technology implementation includes management and maintenance of equipment and materials.

Quality Indicators for Evaluation of Effectiveness

This area addresses collection and documentation of evidence of changes in student performance resulting from an intervention in order to establish its effectiveness. Documentation is reviewed in order to identify if, when, or where modifications and revisions to the intervention are needed.

Indicators for Evaluation of Effectiveness

1. Team members share clearly defined responsibility to ensure that data are collected, evaluated, and interpreted by capable and credible team members.
2. Data are collected on specific student behaviors that are identified by the team and related to a goal.
3. Data may measure objective changes in one or more indicators of student performance (such as, productivity, participation, independence, quantity, quality, speed, accuracy, frequency, or spontaneity).
4. Data are collected across environments including naturally occurring opportunities as well as structured activities.
5. Data collection is a dynamic, responsive, ongoing process that is reviewed periodically.
6. Data collected provide a means by which to do error analysis.
7. Results of data analysis guide decision-making processes.