Request Form for the integration of Assistive Technology to address the learning needs of a student

N.B. These are the points to consider when making a request to the Direction de l'adaptation scolaire (DAS) of the MÉLS as part of 'mesure 30810-2'

Preamble

The decision to request Assistive Technology in order to address the needs of a student formally identified as ‘handicapped’ must follow a strict and adequate procedure. To help you with your request for Assistive Technology and to help you make an appropriate choice, we advise that you read the following criteria and that you fill out the request form.

1    -The decision to request Assistive Technology must be made as part of the Individualized Education Plan (IEP)

The decision to request Assistive Technology involves several stake-holders and a standard procedure which will be evaluated and followed-up. We suggest that this decision be made as part of theIEP by a multidisciplinary team composed of the homeroom teacher, the resource teacher, the occupational therapist, the speech-language pathologist, the attendant or preposé, the local RECIT animator and the special needs coordinator (or coordinator of complementary services).

2    -Identify the need and the situation of need of the student. See ' Concept of Need '

3    -Identify appropriate Assistive Technology to address the learning need of the student.

Assistive Technology is an aid given to students in order for them to perform a task or to simplify a task that they cannot perform or that they would otherwise have trouble performing without it. The decision to ask for a technological aid must correspond to the most adequate means to address students’ needs and allow students to maximize their autonomy, their active participation and their involvement.

The technological aid must contribute to eradicate the situation of inequity or inequality of a student compared to the other students in the classroom or to students of the same age. Assistive Technology must contribute to the normalization of the student situation compared to the situation of "normal" students.

See: Assistive Technology in Education (overview) | Choosing an Assistive Technology | Assistive Technology Products

4    -Insure student planning, evaluation and follow-up as well as student mastering of aids

When establishing the intervention plan, at regular periods during the school year, at the end of the school year:

• plan how students will deal with the aids;
• plan staff and student training to maximize use of Assistive Technology chosen;
• insure evaluation of the adequacy of the tool in relation to needs to be addressed and to the impact of the tool on student learning (Digital Portfolio);
• insure student ICT skills follow-up (See " ICT Notebook" PDF | Word);
• plan transitions:  follow-up on ICT Notebook, equipment purchases and peripherals if student is in a different class or school environment;
• identify a person responsible for the ICT file to insure follow-up of student file and equipment;
• re-evaluate student pedagogical needs and technological solutions at the beginning of each new school year.

N.B. The actual form to use for the requisition of equipment under mesure 30810-2 is available from your regional office of the MÉLS. It is usually processed by the special needs coordinator or complementary services coordinator of the student's school board in collaboration with the student's support team.