One Game-Changing Tip for Documenting Assistive Technology on the IEP: Be Specific and Functional

When it comes to writing assistive technology (AT) into a student’s IEP, one of the biggest mistakes teams make is being too vague. A statement like, “Student will use assistive technology for reading support” may check a box—but it doesn’t truly support implementation, accountability, or student success.

Here’s one tip that can make all the difference:

Be specific and functional.

Why It Matters

Vague language leaves room for confusion. It doesn’t tell the classroom teacher what tool to use, how or when to use it, or why it matters to the student’s learning. It also makes it hard to track progress or know if the tool is actually helping the student.

Being specific and functional means tying the tool to a clear purpose (what the student is doing with it), context (where and when it’s used), and outcome (what it helps the student accomplish). This kind of documentation makes the IEP usable, measurable, and easier to implement with fidelity.

How to Do It: The 3-Part Formula

Here’s a simple formula for writing AT into the IEP using specific and functional language:

[Student name] will use [tool or feature] to [complete a task or access a skill] in [specific settings or subjects].

Let’s break it down with examples.

Instead of:

“Student will use text-to-speech for reading.”

Write:

“Jordan will use a text-to-speech tool (such as NaturalReader or Snap&Read) to independently access grade-level reading assignments in ELA, social studies, and science classes.”

Instead of:

“Student will use assistive technology to support writing.”

Write:

“Maya will use voice-to-text dictation tools (e.g., Google Docs voice typing or Co:Writer) to compose written responses of three or more sentences in content area classes when writing independently.”

Instead of:

“Student has access to assistive technology.”

Write:

“Chris will use predictive text and spell check tools (e.g., built-in iOS keyboard or Grammarly) to revise and edit typed assignments during writing activities across the curriculum.”

Tips to Guide Your Team When Writing AT Into the IEP

1. Name the Tool or Tool Type

Use generic descriptions when needed (e.g., “text-to-speech tool”) but include examples so staff understand what’s expected.

2. Describe the Purpose

Link the tool to a specific skill or academic task—reading grade-level text, completing math problems, composing a paragraph, organizing ideas, etc.

3. Clarify the Setting

State when and where the tool is needed—during tests, independent work, classroom instruction, homework, etc.

4. Connect to Goals

Ensure the AT supports IEP goals and objectives. If a student has a writing goal, document how the tool supports progress on that goal.

Bonus Tip: Don’t Forget the “How” in the Service Page

In addition to the Present Levels and Accommodations/Modifications section, document how the student will be supported in learning to use the tool.

Example:

“Student will receive direct instruction in the use of speech-to-text tools for academic writing, 1x/week for 15 minutes, provided by the assistive technology specialist.”

The Bottom Line

The clearer you are in the IEP, the more likely it is that the assistive technology will actually be used effectively. Specific, functional language makes the IEP a working document—one that helps every educator on the team support the student consistently.

When in doubt, ask yourself:

• What is the student trying to do?

• What tool helps them do that?

• Where, when, and how do they use it?

Write that down—and you’ve just created a strong, student-centered AT plan.