At Expo 09

Audience

 Special & General Educators
 Administrators
 Parents & Family Members
 Early Intervention Providers
 Individuals with Disabilities PaTTAN

 Speech-Language Pathologists
 Rehabilitation Counselors Assistive Technology (AT)

 Service Coordinators
 Occupational and Physical Therapists EXPO 2009

 Vision and Hearing Consultants
 Information Technology Specialists
 Higher Education Faculty & Students
 Paraeducators
 Other persons interested in Assistive Technology

TIME VALUE
Continuing Education
Tuesday, November 10, 2009

Radisson Hotel Valley Forge

King of Prussia, PA

Wednesday, November 11, 2009

Pennsylvania Training and Technical Assistance Network

Holiday Inn Conference Center & Hotel

Lehigh Valley / Allentown, PA

Thursday, November 12, 2009

Blair County Convention Center

CHANGE SERVICE REQUESTED

This course is offered for .5 ASHA CEUs (Advanced level, Professional area).
Altoona, PA

PaTTAN will offer up to 5 approved continuing Friday, November 13, 2009

education clock hours with the Academy for Radisson Hotel Pittsburgh Green Tree

Certification of Vision Rehabilitation & Education
Pittsburgh, PA

Harrisburg, PA 17112-2764
6340 Flank Drive, Suite 600

Professionals.
Lancaster-Lebanon I.U. 13

9:00 am—Presentations Begin
 Act 48, ASHA & ACVREP—Up to 5 Act 48 hours, up
to .5 ASHA CEUs & up to 5 ACVREP CEs will be offered 10:00 am - 4:00 pm—Exhibit Hall Open
for presentations in whole hour increments. Credit will be
offered for “attending” presentations in the Exhibit Hall,
but not for “visiting” the Exhibit Hall. Individuals attending sessions must arrive on time and stay
 Paraeducator Certificates of Attendance will be awarded
the duration of the session in order to receive Act 48 Profes-
sional Education hours. Requests for exceptions are to be
onsite for attending presentations. brought to the attention of the individual’s Superintendent or
up to 5 IU Director prior to the event.

PaTTAN Assistive Technology (AT) EXPO 2009
Description Agenda Online Registration
Exhibit Hall open 10:00 AM - 4:00 PM
8:30 am Registration Begins Please register for this PaTTAN-sponsored event by
(Last entrance to Exhibit Hall - 3:30 pm) visiting our homepage at: www.pattan.net
9:00-10:00 am Concurrent PaTTAN Presentations:
The Assistive Technology (AT) EXPO is an opportunity “What’s in your Toolkit? AT as
for educators and families to explore software, devices and While registering online, you can peruse all PaTTAN-
Supplementary Aids and Services” or sponsored continuing professional education courses/clock
strategies that enable students to access curriculum and “AT Overview: Considerations for the
meet with success. Participants will have “hands-on” time hour activities, receive confirmation via e-mail once you
IEP” have registered for the course/activity, and keep track of
with AT products, ask questions, and compare features of 10:00 am Exhibit Hall Opens
AT solutions for a broad range of students including those courses/clock hour activities with the online transcript
10:15-12:15 pm 30 min. Concurrent Product Presentations feature.
with very mild as well as more significant disabilities. IU (check PaTTAN website for schedule)
AT consultants and PaTTAN staff will be available to 12:15-1:00 pm Lunch on your own
answer questions and assist you in finding solutions to your Please register by November 2, 2009.
1:00-3:00 pm 30 min. Concurrent Product Presentations
students’ technology needs. 3:00-4:00 pm 15 min. Presentations in Exhibit Hall THERE IS NO FEE TO ATTEND THE EXPO
This year, there will be two concurrent PaTTAN sessions 4:00 pm Exhibit Hall Closes
presented before the exhibit hall opens. We encourage all If you have difficulty registering online, please see
to attend one of these sessions: Act 48, ASHA & ACVREP—Up to 5 Act 48 hours, up registration contact information under “For More
to .5 ASHA CEUs and up to 5 ACVREP CEs will be Information.”
What's in your Toolkit? AT as Supplementary Aids offered for presentations in whole hour increments.
and Services will provide a framework for selecting and Paraeductor Certificates will also be offered. Credit will be
using AT to increase opportunities for participation and offered for “attending” presentations in the Exhibit Hall,
achievement for learners in the general curriculum. but not for “visiting” the Exhibit Hall.
AT Overview: Considerations for the IEP will provide a For More Information
basic overview of the types of AT typically used in schools
environments, as well as suggestions for incorporating
these items into the IEP and daily routines. Presenters For registration questions contact:
 Gwen Long at 800-360-7282, ext. 3330 (in PA only), or
Participating Companies
717-541-4960, ext. 3330, e-mail glong@pattan.net.
 PaTTAN Assistive Technology Consultants For content questions contact:
(as of 9/11/09)  PaTTAN Inclusive Practices Consultants  Nan Rodgers at 800-360-2782, ext. 3721 (in PA only) or
717-541-4960, ext. 3721, email nrodgers@pattan.net.
 Intermediate Unit Assistive Technology Consultants
*AbleNet *Adaptivation *Augmentative Communica-
 Representatives from Companies Providing Assistive For TTY/TDD use the PA Relay System at 800-654-5984 or
tion Consultants (ACCI) *Brain Injury Association of
Technology 711.
PA *Crick Software *Dancing Dots *Dolphin
Computer Access *Don Johnston *Duxbury Systems
*DynaVox/Mayer Johnson *Enabling Technologies
*Freedom Scientific *HumanWare *Independent Living EXPO Objectives
Aids *Keystone Magnification Center *Kurzweil/ Special Needs
Intellitools *LC Technologies *Lightspeed Participants will demonstrate skills to:
Technologies *Mobile Optical Services *Oticon  Describe features of AT and resources to access and
*PEAL *PEN *Parent To Parent *PaTTAN/EITA implement them If you have special needs as addressed by the Americans with
*Phonak *PIAT *Prentke Romich Company *RFB&D  Implement strategies for utilizing Universal Design for Disabilities Act and need assistance at this training, please contact
*Sage Vision *Texthelp *Tobii ATI Learning and AT in order to improve student the Registration Contact. Reasonable efforts will be made to
accommodate you.
Not all vendors are exhibiting at every location. performance
Check the PaTTAN website for locations at which  Assist families in AT assessment, implementation, and
vendors are exhibiting and for additional vendors not decision-making
listed here.

RADISSON HOTEL VALLEY FORGE
HOLIDAY INN CONFERENCE CENTER BLAIR COUNTY CONVENTION CENTER

1160 First Avenue
LEHIGH VALLEY/ALLENTOWN One Convention Center Drive

King of Prussia, PA 19406
7736 Adrienne Drive Altoona, PA 16602

Phone: 610-337-2000 Fax: 610-768-0183
Allentown, PA 18031 Phone: 1-800-842-5866 Fax: 814-943-8094

www.radisson.com/kingofprussiapa
Phone: 610-391-1000 Fax: 610-391-1664 www.pennsylvaniameetings.com

www.hilehighvalley.com
From Philadelphia:
Take I-76 West to exit #327 (Mall Blvd.). Bear right at first light onto From Pittsburgh & West:
Mall Blvd. Turn right at 2nd light onto North Gulph Rd. and proceed to
From Allentown/LVI International Airport:
Take 22 West to I-78 West (roads will merge together). Follow Route 22 East and Route 220/I-99 North. Take the Plank Road
the 6th light (First Avenue). Cross over First Avenue and immediately
turn right into the parking lot. I-78 West to exit 49A (Route 100 South). Once you are on 100 Exit. Turn right, going south on Plank Road. Continue for
south, you will see a Burger King on your right. Turn right im- approximately half a mile. Make a left onto Convention Cen-
From Philadelphia Airport/I-95 South: mediately after the Burger King and the Holiday Inn is straight ter Boulevard. At the first stop light, make a left onto Conven-
Take I-95 South to I-476 North, to the I-76 West (to Valley Forge) exit. tion Center Drive.
ahead.
Take I-76 West to exit #327 (Mall Blvd.). Bear right at 2nd light onto
Mall Blvd. Turn right at 2nd light onto North Gulph Rd. and proceed to From Harrisburg:
the 6th light (First Avenue). Cross over First Avenue and immediately From Harrisburg & Philadelphia:
Take I-78 East to exit 49A (Route 100 South). Once you are on Take the Pennsylvania Turnpike to Bedford (Exit 11). Take 1-
turn right into the parking lot. 100 South you will see a Burger King on your right. Turn right 99 North to Altoona. Take the Plank Road Exit. Turn right,
From PA Turnpike: immediately after burger King and the Holiday Inn is straight going south on Plank Road. Continue for approximately half a
Take the PA Turnpike (I-276/I-76) to exit 326. Proceed through the toll ahead. mile. Make a left onto Convention Center Boulevard. At the
booths on the far right and take the 1st right @ exit 327, which is North
From New York City/New Jersey: first stop light, make a left onto Convention Center Drive.
Gulph Rd. Proceed to the 6th light (First Avenue). Cross over First
Avenue and immediately turn right into the parking lot. Take I-78 West into Pennsylvania. Once you have crossed into
Pennsylvania follow I-78 West to exit 49A (Route 100 South). From Points Northeast:
From the North (Norristown From area): Once you are on 100 South you will see a Burger King on your Take Route 81 South to Route 80 West at Bellefonte. Take US
Take Route 202 South past the King of Prussia Mall. Make a right onto 220 South. Continue on US 220 South until it meets I-99 at
North Gulph Rd. Proceed to the 8th light (First Avenue). Cross over First right. Turn right immediately after Burger King and the Holiday
Inn is straight ahead. Bald Eagle. Take I-99 South to Altoona. Take the Plank Road
Avenue and immediately turn right into the parking lot. Or take Route 202
South to Allendale Rd. Make a right on Allendale Rd and proceed to the
Exit. Turn left, going south on Plank Road. Continue for ap-
From Philadelphia/Delaware: proximately half a mile. Make a left onto Convention Center
6th light (First Avenue). Cross over First Avenue and immediately turn
Take the Northeast Extension of the Pennsylvania Turnpike Boulevard. At the first stop light, make a left onto Convention
right into the parking lot.
(Route 476 North) to exit 56 (Lehigh Valley). Follow Signs for Center Drive.
From the South (West Chester area): Route 22 West/I-78 West towards Harrisburg. Follow I-78 West
Take 202 North toward King of Prussia. At the first traffic light (North to exit 49A (Route 100 South). Once you are on 100 South you
Gulph Rd.) turn left. Proceed to the 8th light (First Ave). Cross over First will see a Burger King on your right. Turn right immediately
Avenue and immediately turn right into the parking lot.
after Burger King and the Holiday Inn is straight ahead.
From the West (Lancaster/Pottstown area):
Take Route 422 East to the First Avenue exit (immediately after the Route From Reading/Lancaster:
23 exit). Turn left at the traffic light, then right into the parking lot. Take Route 222 North and take the exit for Fogelsville/Route
100 North. You will have to turn left onto route 100 north.. Go
From Delaware/Baltimore/Washington and the South: to the 4th traffic light and make a left onto Stroh Drive. Make
Follow I-95 North into Pennsylvania to I-476 North (exit 7). Take I-476 the first right onto Sycamore Drive and follow to the first stop
North to exit 16B which is I-76 West. I-76 West to exit #327 (Mall
sign. Bear left and the Holiday Inn is directly ahead.
Blvd.). Bear right at first light onto Mall Blvd. Turn right at 2nd light
onto North Gulph Rd. and proceed to the 6th light (First Avenue). Cross From Poconos (East):
over First Avenue and immediately turn right into the parking lot. Take Route 33 South to Route 22 West. Follow 22 West to I-78
From New York/New Jersey: West (roads will merge together.) Stay on I-78 West to exit 49A
Take the New Jersey Turnpike South to Exit 6 (PA Turnpike). Take the (Route 100 South). Once you are on 100 South you will see a
PA Turnpike (I-276) to exit 326 (old exit 24). Proceed through the toll Burger King on you right. Turn right immediately after Burger
booths on the far right and take the 2nd right (exit 327), which is North King and the Holiday Inn is straight ahead.
Gulph Rd. Proceed to the 5th light (First Avenue). Cross over First
Avenue and immediately turn right into the parking lot. From Poconos (West):
Take the Northeast Extension of the Pennsylvania Turnpike
From I-476 North (Poconos & Scranton):
(Route 476 South). To exit 56 (Lehigh Valley). Follow signs for
Take I-476 North to PA Turnpike/NE Extension). Take I-276 West to exit
#327 (Mall Blvd.). Bear right at first light onto Mall Blvd. Turn right at Route 22 West/I-78 West. Follow I-78 West to exit 49A (Route
2nd light onto North Gulph Rd. and proceed to the 6th light (First 100 South). Once you are on 100 South you will see a Burger
Avenue). Cross over First Avenue and immediately turn right into the King on your right. Turn right immediately after Burger King
parking lot. and the Holiday Inn is straight ahead.

2009 PaTTAN AT EXPO - Participating Exhibitors as of 10-7-09

Sites Attending

AbleNet All sites
Augmentative Communication
Mounting Systems for Assistive Technology
Environmental Control Units
Educational & Resource Materials & Software

Adaptivation, Inc. All sites

Augmentative Communication Consultants, Inc. All sites
Written Communication/Computer Access

Brain Injury Association of Pennsylvania All sites

Crick Software King of Prussia
Access Tech. for Individuals w/Blindness & Visual Impairment
Access Tech. for Individuals Deaf/Hard of Hearing

Dancing Dots King of Prussia

Dolphin Computer Access, Inc. All sites

Don Johnston, Inc. All sites

Duxbury Systems, Inc. All sites

DynaVox Mayer-Johnson All sites
AAC Devices & Educational Tools

Enabling Technologies Co Inc All sites

Freedom Scientific All sites

1

Sites Attending

HumanWare All sites

Independent Living Aids All sites
Adaptive Toys

Keystone Magnification Center King of Prussia, Allentown

Kurzweil / IntelliTools All sites

LC Technologies All sites

Liftvest

Lightspeed Technologies, Inc. All sites

Mobile Optical Services Inc Altoona, Pittsburgh

Oticon - CANCELLED

Parent Education & Advocacy Leadership (PEAL) Altoona & Pittsburgh
Information on the PEAL Center; supports and resources for families and communities.

Parent Education Network (PEN) King of Prussia, Allentown

Parent to Parent of Pennsylvania All sites
Parent matching and support program

PaTTAN / EITA All sites

Pennsylvania Initiative on Assistive Technology (PIAT) All sites
Adaptive Toys







AT for daily living and self-help

2

Sites Attending

Phonak All sites

Prentke Romich Company All sites

Recording for the Blind & Dyslexic (RFB&D) King of Prussia, Pittsburgh


Accessible versions of general curriculum materials

SAGE Technologies All sites

Texthelp Systems Inc. All sites


Tobii ATI All sites

Words+, Inc. All sites


3

RADISSON HOTEL PITTSBURGH GREEN TREE

101 Radisson Drive
Pittsburgh, PA 15205
Phone: 412-922-8400 Fax: 412-922-8981
www.radisson.com/pittsburghpa
From Philadelphia, Harrisburg and East:
PA Turnpike West to Pittsburgh Exit 57 (Pittsburgh exit at Monroe-
ville.) Follow 376 West toward Pittsburgh. Proceed through the
Squirrel Hill Tunnel. As you are passing downtown Pittsburgh you will
see signs for Fort Pitt Bridge. Cross the bridge and head through the
Fort Pitt Tunnel. As you exit the tunnel you will now be on 279 South
to Airport. Go 2 miles and take the Green Tree/Crafton exit. The ramp
will split immediately so veer to the left. At stop sign make left onto
Mansfield Avenue. Go through exactly two lights and The Radisson
Hotel will be the next drive on the right.
From Erie, Buffalo and North:
Take 79 South towards Pittsburgh. Do not use exit 21 Pittsburgh!!!
Continue on 79S to the Pittsburgh Exit #59A. Merge onto I-279N. Exit
I-279N at #4 Green Tree/Mt. Lebanon. Stay in far left lane. At traffic
light make left turn onto Green Tree Road (Rt 121). At next traffic light
make a left turn onto Mansfield through two traffic lights. Radisson
Drive is the first right after the second. An illuminated sign marks the
driveway.
From Downtown Pittsburgh
Go over the Fort Pitt Bridge and through the Fort Pitt Tunnel. After
exiting the tunnel you will proceed approximately two miles. You will
exit 279 at the Green Tree/Crafton exit. The ramp will split immediately
so veer to left. At stop sign make left onto Mansfield Avenue. Go
through exactly two lights and The Radisson Hotel will be the next drive
on the right.
From West Virginia I-70 East:
Enter on I-79 North. Follow 79 North to Pittsburgh. Approximately 20
miles. You will see signs for 279 North-Pittsburgh. Follow this ramp to
enter onto 279 North. You will exit at the Green Tree/Mt. Lebanon exit.
Please stay in the left-hand lane. At light make left and proceed across
the overpass. At next light make left onto Mansfield Avenue. Go
through exactly two lights and The Radisson Hotel will be the next drive
on the right.
From Ohio and West:
Take the PA Turnpike (76 East) to 79 South. Follow this to exit for 279
South to Pittsburgh. Follow this to downtown Pittsburgh where you will
follow the signs for the Fort Pitt Bridge. As you cross the bridge you
will get into the lanes for the Fort Pitt Tunnel. After exiting the tunnel
you will proceed approximately two miles. You will exit 279 at the
Green Tree/Crafton exit. The ramp will split immediately so veer to left.
At stop sign make left onto Mansfield Avenue. Go through exactly two
lights and The Radisson Hotel will be the next drive on the right.
From the South Hills:
Take Route 19 North (Washington Road) and follow it to Cochran Road.
Turn left onto Cochran Road and follow to Green Tree Road (Route 121
North). Bear right onto Green Tree Road. Green Tree Road crosses over
I-279 overpass. As you cross over, please stay in left-hand lane. You
will turn left onto Mansfield Avenue. Go through exactly two lights and
The Radisson Hotel will be the next drive on the right.

Presentation Schedule
King of Prussia - November 10, 2009
Presentations in Break Out Rooms

Time Presentations & Rooms

9:00 – 10:00 AM What’s in your Toolkit? – North Ballroom

9:00 – 10:00 AM AT Overview: Consideration for the IEP – South Ballroom

North Ballroom South Ballroom Ross Room

10:15 – 10:45 AM Prentke Romich Texthelp Dancing Dots

11:00 – 11:30 AM Words+ Adaptivation Lightspeed

11:45 – 12:15 PM Don Johnston Tobii ATI

12:15 – 1:00 PM Lunch Break

1:00 – 1:30 PM Crick Software LC Technologies HumanWare
Augmentative
Kurzweil / Intellitools
1:45 – 2:15 PM Communication Freedom Scientific
Consultants, Inc.
DynaVox Recording for the Blind
2:30 – 3:00 PM Keystone Magnification
Mayer-Johnson and Dyslexic (RFB&D)

15 Minute Presentations in Exhibit Hall
3:00 3:15 3:30 3:45
Crick Software Prentke Romich Crick Software Prentke Romich
Don Johnston RFB&D Don Johnston RFB&D
HumanWare Tobii ATI HumanWare Tobii ATI
LC Technologies LC Technologies

Allentown - November 11, 2009


9:00 – 10:00 AM What’s in your Toolkit? – Roosevelt Room

9:00 – 10:00 AM AT Overview: Consideration for the IEP – Lincoln Room

Roosevelt Room Lincoln Room Room 117
10:15 – 10:45 AM Mayer-Johnson and Dyslexic (RFB&D)
11:00 – 11:30 AM Texthelp LC Technologies Keystone Magnification

11:45 – 12:15 PM Words+ Kurzweil / Intellitools HumanWare

Augmentative
1:00 – 1:30 PM Communication Freedom Scientific Lightspeed
Consultants, Inc.
1:45 – 2:15 PM Tobii ATI Adaptivation
2:30 – 3:00 PM Don Johnston Prentke Romich

3:00 3:15 3:30 3:45
Tobii ATI HumanWare Tobii ATI HumanWare
Prentke Romich LC Technologies Prentke Romich LC Technologies
RFB&D Don Johnston RFB&D Don Johnston

Altoona - November 12, 2009


9:00 – 10:00 AM What’s in your Toolkit? – Rooms 202 - 204

9:00 – 10:00 AM AT Overview: Considerations for the IEP – Rooms 205/206

Rooms 202 - 204 Rooms 205/206 Rooms 207/208
Augmentative
Lightspeed
10:15 – 10:45 AM Communication HumanWare
Consultants, Inc.
11:00 – 11:30 AM Don Johnston
Mayer-Johnson and Dyslexic (RFB&D)
11:45 – 12:15 PM Prentke Romich Adaptivation Freedom Scientific


1:00 – 1:30 PM Tobii ATI Mobile Optical

1:45 – 2:15 PM LC Technologies Texthelp
Words+
2:30 – 3:00 PM Kurzweil / Intellitools

3:00 3:15 3:30 3:45
HumanWare Don Johnston HumanWare Don Johnston
LC Technologies Prentke Romich LC Technologies Prentke Romich
RFB&D Tobii ATI RFB&D Tobii ATI

Pittsburgh Green Tree - November 13, 2009


9:00 – 10:00 AM What’s in your Toolkit? – Maple/Oak/Birch/Poplar Rooms

9:00 – 10:00 AM AT Overview: Consideration for the IEP – Duquesne Room

Maple/Oak Rooms Duquesne Room Birch/Poplars Rooms

10:15 – 10:45 AM Tobii ATI Adaptivation Freedom Scientific
Don Johnston
11:00 – 11:30 AM Words+ Mobile Optical
Texthelp
11:45 – 12:15 PM LC Technologies

DynaVox
1:00 – 1:30 PM Kurzweil / Intellitools
Mayer-Johnson
1:45 – 2:15 PM Prentke Romich HumanWare
Augmentative Recording for the Blind
2:30 – 3:00 PM Communication
and Dyslexic (RFB&D)
Consultants, Inc.

3:00 3:15 3:30 3:45
Don Johnston HumanWare Don Johnston HumanWare
Prentke Romich LC Technologies Prentke Romich LC Technologies
Tobii ATI RFB&D Tobii ATI RFB&D

A
Supplementary Aids and Services
(SaS) Consideration Toolkit

COMPONENT A:

Introduction and Preparation for Use
COMPONENT A provides an overview of the SaS consideration process,
describing who is responsible for actions at each step of the process.

--Review COMPONENT A prior to the use of any other SaS Toolkit components.
--Refer to COMPONENT B throughout the use of the SaS Toolkit

• The Supplementary Aids and Services Toolkit guides teams through steps that lead to the
identification of services and supports to enable a student with a disability to learn and succeed
within general education classroom settings.

• The SaS Consideration Toolkit consists of five components that are packaged separately to
facilitate ease of use.

• PaTTAN and Intermediate Unit consultants have been trained in the use of these tools, and are
available to provide on-site support to IEP teams as they become familiar with the process.

PaTTAN/BSE/PDE
Developed in Collaboration with
Dr. Gail McGregor
Version 1.3 September, 2008

A-1

Using the SaS Toolkit Components
A sequence is outlined to guide teams through the SaS Consideration Process. In practice, the
use of the tools is an interactive rather than linear process, with two exceptions:
• Learning about the use of the tool is a necessary first step
• Creation of the student profile is a critical second step
The remaining steps build upon this foundation. The entire process is summarized in the table
below.
Implementation Suggested Personnel Toolkit Component(s)
Sequence

Learn About the SaS Special education Overview and Preparation for
Consideration Toolkit administrators, PaTTAN and Use
and Process IU Technical Assistance
personnel (TaC) serve as
resources to IEP team
Compile and organize All team members Student Profile
information about the
student
Create profile of General and special educator SaS Consideration Tool, Step 1
general education compile information and share

SAS Self Check
setting(s) with team
Identify potential All team members SaS Consideration Tool, Step 2
barriers to learning
and curriculum access
in the general
education classroom
Identify strategies and All team members; specialists SaS Consideration Tool, Step 3
services to eliminate as needed to supplement team
barriers expertise (e.g., AT specialist, A Quick Guide to
behavior specialist, Supplementary Aids and
PaTTAN/IU consultants) Services

Discuss and analyze All team members and SaS Consideration Tool, Step 4
appropriate SaS consultants
options and determine
viable alternatives for
implementation

A-2

Supplementary Aids and Services (SaS) Consideration Toolkit
Introduction

Supplementary Aids and Services (SaS) create a system of support that enables many
students with disabilities to learn and participate alongside typical peers, regardless of their
unique instructional needs and differences. Consistent with the least restrictive environment
(LRE) principle of IDEA, IEP teams must thoughtfully consider a full array of Supplementary
Aids and Services that make it possible for students with disabilities to be included in general
education classrooms, non-academic, and extracurricular activities. The SaS Consideration
Toolkit, developed for use within schools throughout Pennsylvania, provides a systematic
approach to structure this process.

This approach requires IEP team members to collaboratively gather and analyze
information about a student in relation to the regular education classroom(s) that represent the
first environment(s) considered as his/her educational placement. The tools guide information
gathering efforts that begin prior to the writing of an IEP, continuing throughout the program
planning and IEP development process. After completing the activities that comprise this
Toolkit, teams are able to identify environmentally-referenced Supplementary Aids and Services
that will support a student to participate and learn within the general education classroom.

Components of this Toolkit incorporate several well-established curricular and program
planning practices. First, the consideration process utilizes the person/setting discrepancy
analysis strategies that are characteristic of the ecological inventory process (Brown et al., 1979),
familiar to those with experience developing individualized curricula for students with
significant disabilities. Second, strategies embedded in materials developed by the Center for
Applied Special Education Technology (CAST) in their innovative work in the area of Universal
Design for Learning have been utilized. Specifically, this Toolkit incorporates the concept of
systematically reviewing the methods, materials, and assessments in a lesson, unit, or
curriculum, a strategy utilized in CAST’s Curriculum Barriers Tool (CAST, nd). Finally,
Supplementary Aids and Services domains, identified by Etscheidt and Bartlett (1999), have
been utilized in this Toolkit as an organizational structure for potential support strategies and
services.

The SaS Consideration Toolkit has been piloted by schools teams in Pennsylvania who
support students with a range of disabilities, including those with disability labels of mental
retardation, learning disability, and autism. While this Toolkit was designed to help teams
during the educational planning and placement decision-making process, yielding information to
include in a student’s IEP, teams found the strategies helpful in other situations, including:
• Problem-solving inclusion support issues;
• Planning for supports within a new general education curricular area;
• Engaging students with disabilities to identify supports necessary for success in
general education classrooms; and
• Comprehensive planning for transition to a new setting or grade.

A-3

Preparing to Use the Supplementary Aids and Services
Consideration Toolkit

The Supplementary Aids and Services Consideration Tool is a structured method to
analyze the instructional, physical, and social environment of a general education classroom
from the perspective of an individual student. The intended outcome of using this tool is a list of
environmentally-referenced Supplementary Aids and Services that enhance participation and
learning for a student with a disability in the general education classroom. As illustrated in the
table on page three, this use of this tool follows the completion of the Student Profile. Using the
tools in this sequence provides a solid foundation of student-specific information upon which the
steps described in the remainder of this document can build.

Step 1: Develop Profile of General Education Classroom(s)

A Classroom Profile is a compilation of information about the methods, materials, practices, and
physical characteristics of a general education setting. The reference point for this activity is the
general education classroom(s) that a student would participate in if he or she did not have a
disability. While the identification of this setting is not difficult in some schools (e.g., small
schools with one classroom at each grade level), the choice is not as straightforward in all
settings. This requires flexibility in the approach to implementation.

Which Setting(s)?

• When classroom options are available, an initial comparison of the choices by the
IEP team may result in the identification of one choice that represents the best
match between a student’s needs, strengths, interests, and the instructional setting
and classroom characteristics. It may be readily apparent, for example, that the
number of students in a class, the physical layout or location of the classroom in
the school building, the experience of a classroom teacher, and/or the presence of
peers who know a student, make one classroom preferable to others. Narrowing
down options initially will allow the team to proceed with the profile of a specific
setting.

• A similar approach may be useful at the secondary level, where curricular
electives are available for all students. Initial information about setting options
should be shared with the student and family to ensure their input in these class
scheduling decisions.

• If it is not possible to focus on a specific general education setting(s) prior to an
IEP meeting, it will be necessary to think more globally about available options.
Consider characteristics common to the potential choices (e.g., practices common
to the three sections of 4th grade that available within the home school) when
completing the profile. When a specific classroom is selected, the team can
revisit the setting analysis, as necessary, adding more specific information to
ensure alignment of the Supplementary Aids and Services with the instructional
characteristics of this particular classroom.

A-4

Who Compiles the Information?

The instructional, social, and physical environment of the classroom is best described by those
individuals most familiar with daily practices in this setting. Therefore, the general education
teacher(s) is most often the primary source of information for Step 1. Gathering information
from the general educator can occur in several ways.

• The special educator can collaboratively begin this step with the general educator
either in advance of or during a team meeting. This is the preferred option for
this information gathering. The information is then discussed with the entire
team, providing a basis for the analysis required in Step 2.

• When collaborative information-gathering options are not possible, the first
column may be completed independently by general educator(s), sharing this
information with the entire team as an initial “report” for further team discussion.
A special educator or other professional who co-teaches in the general education
classroom could also complete the environmental scan in Step 1 if they have
sufficient knowledge of classroom practices. If this is the case, it is important to
share the document with the general educator prior to the IEP meeting to make
sure it is an accurate reflection of the classroom instructional environment before
it is shared with the entire student team.

• Time can be allocated for this activity at a team meeting, enabling the general
educator to share information that will assist all team members in understanding
the dynamics of the general education classroom. If this approach is taken, it is
important to allocate sufficient team time for this to occur.

Step 2: Identify Potential Barriers to Curricular Access and Instruction

Comprehensive information about the student’s skills, learning characteristics, and priority needs
is necessary in order to consider the instructional implications of classroom practices and
routines for this individual student. Relevant student information may be found in the
Evaluation Report, previous IEP documents, and/or progress reports. Parent input is essential to
creating a comprehensive profile of the student as well as input from all other team members. In
addition, student peers have been found to be valuable sources of instructionally relevant
information. This information is summarized in the Student Profile, completed prior to
beginning the consideration process.

This information provides the basis for an analysis of potential discrepancies between what is
occurring in the classroom, as reflected in the ratings compiled for various instructional practices
produced in Step 1, and what is needed by the student to access instruction. The purpose of this
analysis is to be proactive, responding to potential mismatches between a student and the
instructional environment before actual problems occur. Selecting appropriate supports can
eliminate or minimize the instructional impact of any mismatch between what and how a student
learns, and prevailing practices in the general education classroom.

A-5

If this discussion is occurring during the development of the student’s IEP, it should be noted
that this same information is needed to document a student’s strengths and needs, present level of
performance, and current access to the general education curriculum.

Step 3: Identify Strategies and Services to Eliminate Barriers

It is critical that teams draw upon the broad base of available information about the student and
effective strategies to support students with disabilities in general education classrooms. Teams
that have limited experience with using a range of Supplementary Aids and Services to support
inclusive placements must seek out the information, support and training that they need in order
to develop program plans that are consistent with LRE principles. Therefore, identification of
support strategies may necessitate:

• Use of the Quick Guide to Supplementary Aids and Services and/or other
information resources to identify available strategies and services to address a
specific instructional mismatch.

• Involvement of a consultant or resource person who is experienced in inclusive
practices and specific support strategies (e.g., assistive technology, strategies for
students with sensory limitations), providing an opportunity for job-embedded
coaching during this program planning process. Teams have ready access to
consultants from their Intermediate Unit and PaTTAN Educational Consultants.

• Engaging peers in the problem-solving process of brainstorming and identifying
support strategies.

Step 4: Discuss Appropriate Supplementary Aids and Services Options and
Identify Viable Alternatives for Implementation

The team must identify the most appropriate Supplementary Aids and Services needed to support
this student’s learning and participation in the general education setting(s) based on a careful
consideration of the interaction between general education classroom characteristics and
practices, individual student learning needs and characteristics, and potential strategies available
to serve as an instructional scaffold for the student. This is also the time to identify the supports
needed by adults to effectively implement the SaS that will be included in the student’s IEP.

While many possibilities may have been generated during Step 3 of this process, the team must
determine which combination of services and supports represents the most viable starting point
for program implementation. Like other aspects of the student’s instructional program, ongoing
evaluation and fine tuning is critical to the success of this process.

• Progress monitoring, linked to the student’s IEP goals and objectives, will assist
in determining the effectiveness of these supports. It is essential that desired
student learning outcomes are clearly identified, serving as a consistent reference
point as new instructional methods and supports are introduced.

A-6

• In some cases, a team may implement a support strategy, evaluate its
effectiveness over time, and determine that it is not having the desired effect. If
this occurs, information generated in Step 3 can be revisited, and other support
options may be tried.

Given this overview, the team is ready to proceed with implementation of the SaS Consideration
Toolkit.

References

Brown, L., Branston-McClean, M. B., Baumgart, D., Vincent, L., Falvey, M., & Schroeder, J.
(1979). Using the characteristics of current and subsequent least restrictive environments
in the d evelopment of curricular content for severely handicapped students. AAESPH
Review, 4(4), 407-424.

Center for Applied Special Education Technology. (nd). Curriculum barriers tool. Retrieved
online March 17, 2007 at
http://www.cast.org/teachingeverystudent/tools/curriculumbarrierstool.cfm.

Etscheidt, S. K., & & Bartlett, L. (1999). The IDEA Amendments: A four-step approach for
determining Supplementary Aids and Services. Exceptional Children, 65(2), 163-174.

A-7

B
COMPONENT B:

Student Profile: Summary of Strengths,
Needs and Learning Characteristics
COMPONENT B assists teams in organizing student specific information in a
format designated to facilitate instructional planning and problem-solving to
support inclusive practices.





PaTTAN/BSE/PDE
Dr. Gail McGregor
B-1

A sequence is outlined to guide teams through the SAS Consideration Process. In practice, the
below.
Sequence

Learn About the SaS Special education administrators, Overview and
Consideration Toolkit PaTTAN and IU Technical Preparation for Use
and Process Assistance personnel (TaC) serve
as resources to IEP team

student
Create profile of general General and special educator SaS Consideration Tool,
education setting(s) compile information and share Step 1
with team

Identify potential barriers All team members SaS Consideration Tool,
to learning and Step 2

SAS Self Check
curriculum access in the
general education
classroom

Identify strategies and All team members; specialists as SaS Consideration Tool,
services to eliminate needed to supplement team Step 3
barriers expertise (e.g., AT specialist,
behavior specialist, PaTTAN/IU A Quick Guide to
consultants) Supplementary Aids
and Services

Discuss and analyze
appropriate SAS options All team members and consultants SaS Consideration Tool,
and determine viable Step 4
alternatives for
implementation

B-2

Student Profile: Summary of Strengths, Needs, and Learning Characteristics

IEP teams use a variety of strategies to share information with each other as they begin the program planning process. For example,
one person may summarize information shared during the team’s discussion by recording it on flip chart paper. Alternatively, a note
taker may record information shared and compile it for team members as part of the meeting minutes. The tables that comprise this
component of the SaS Consideration Toolkit provide a structure in which information shared to support program planning can be
summarized and organized in a way that facilitates the identification of services and supports that are needed to support learning and
curriculum access within the general education classroom for a student with a disability. Team members may be generating this
information at different times/meetings, but the forms provided in this component of the Toolkit allow you to compile relevant
information to guide your current discussion about supplementary aids and services.

Directions for Use: This tool can be used as a recording format during team meetings, or as a tool to use after a meeting to synthesize
information that has been shared by all team members. This document can then become a reference as teams begin to consider the
instructional, social, and physical characteristics of a general education classroom in light of individual student needs.

Student Name: Date:

Student Strengths and Interests: What student interests can be used to support the instructional process?
What are the student’s strengths?
Strengths Interests

B-3

Sensory, Motor, and Processing Considerations: What, if any, sensory, motor, and processing characteristics of this student need to
be considered when identifying instructional support needs?
Vision Hearing
Sensory

Fine Motor Gross Motor
Motor

Receptive Expressive
Processing
Language/

Instructional Supports Needed Throughout the Day: What supports are necessary to help this student participate in routine activities
throughout the day relative to the skills identified?
Reading Writing Listening Behavior

B-4

Subject-Specific Information/Methods/Levels of Performance: It will be beneficial to compile this information prior to the on-site
facilitation. Review the student’s current IEP and progress reports to complete the table below describing the student’s current level
of performance relative to the general education curriculum. Compile information about strategies that have a track record of
success with the student, as well as those that have not been effective. This information will be used by the team to identify
supplementary aids and services that build upon previous “lessons learned” about how best to support this student in general
education classrooms.

Current Level of Performance Instructional Methods (Successful/Unsuccessful)
Reading
Math
Writing
Science
Social Studies
PE
Art/Music

B-5

C
COMPONENT C:

SaS Consideration Tool
COMPONENT C is the tool that guides IEP team members through a four-step process and
results in the identification of student-specific, environmentally-referenced Supplementary Aids
and Services.





PaTTAN/BSE/PDE
Dr. Gail McGregor

C-1

A sequence is outlined to guide teams through the SaS Consideration Process. In practice, the use of
the tools is an interactive rather than linear process, with two exceptions:
The remaining steps build upon this foundation. The entire process is summarized in the table below.
Sequence

Learn About the SaS Special education Overview and Preparation
Consideration Toolkit and administrators, PaTTAN for Use
Process and IU Technical
Assistance personnel
(TaC) serve as resources
to IEP team

student

SAS Self Check
Create profile of general General and special SaS Consideration Tool,
education setting(s) educator compile Step 1
information and share
with team

Identify potential barriers to All team members SaS Consideration Tool,
learning and curriculum Step 2
access in the general
education classroom

Identify strategies and All team members; SaS Consideration Tool,
services to eliminate barriers specialists as needed to Step 3
supplement team
expertise (e.g., AT A Quick Guide To
specialist, behavior Supplementary Aids and
specialist, PaTTAN/IU Sevices
consultants)
Discuss and analyze
appropriate SaS options and All team members and SaS Consideration Tool,
determine viable alternatives consultants Step 4
for implementation

C-2

Supplementary Aids and Services (SaS) Consideration Tool

Student: Date:
Identify classroom(s) used as a reference point for Step 1: Completed By:

Step 2: Identify Potential Barriers
Step 1: Develop Profile of General Step 3: Identify Strategies and
to Curricular Access and
Education Classroom(s) Services to Eliminate Barriers
Instruction
Create a profile of the classroom environment(s) by Identify difficulties you can anticipate for Identify Supplementary Aids and Services to
circling the number that best describes the this student if nothing is changed, based address potential barriers. Consider all
frequency of use of identified materials and on his/her current skills, needs, and possibilities, consulting available resources
instructional practices. learning style. and support personnel.
1.1 Instructional Method/ Materials
Printed Materials Frequency
of Use1
• Textbook 1 2 3
• Workbook 1 2 3
1 2 3
• Trade book
1 2 3
• Worksheets
1 2 3
• Newspapers/magazines 1 2 3
• Other ____________________ 1 2 3
• Other ____________________ 1 2 3
• Other ____________________ 1 2 3

C-3

1
Coding Key:
1 = never; 2 = occasionally; 3 = frequently

Step 2: Identify Potential Barriers to Step 3: Identify Strategies and
Step 1: Develop Profile of General
Curricular Access and Services to Eliminate
Education Classroom(s)
Instruction Barriers
Technology Frequency
of Use
• Computer 1 2 3
• Internet 1 2 3
1 2 3
• E-mail
1 2 3
• Instructional software
1 2 3
• Graphics software 1 2 3
• Printer/Scanner 1 2 3
• Other ___________________ 1 2 3
• Other ___________________ 1 2 3
• Other ___________________ 1 2 3

Information Presentation Frequency
Methods of Use
• Chalk/White Board 1 2 3
• Smart Board 1 2 3
• Overheads 1 2 3
• Lecture 1 2 3
1 2 3
• Printed notes/outlines
1 2 3
• Handouts
1 2 3
• Videos/movies 1 2 3
• Graphic organizers 1 2 3
• Visual Supports 1 2 3
• Objects/Manipulatives 1 2 3
• Other ___________________ 1 2 3
• Other ___________________ 1 2 3
• Other ___________________ 1 2 3

C-4
1
Coding Key:

Student Assessment Formats Frequency
of Use
• Written tests 1 2 3
• Oral presentations 1 2 3
• Worksheets 1 2 3
• Narrative reports 1 2 3
1 2 3
• Performance tasks
1 2 3
• Other ____________________
1 2 3
• Other ___________________ 1 2 3
• Other ____________________

Project/Presentation Formats Frequency
of Use
• Term paper/research project 1 2 3
• Group project 1 2 3
• Oral presentation 1 2 3
• Handwritten paper 1 2 3
• Typed paper 1 2 3
1 2 3
• Drawing/diagram
1 2 3
• Three-dimensional project
1 2 3
• Oral reading 1 2 3
• Graphic presentation 1 2 3
• Other ____________________ 1 2 3
• Other ____________________

C-5

1
Coding Key:

Step 1: Develop Profile of General Step 2: Identify Potential Barriers to Step 3: Identify Strategies and
Education Classroom(s) Curricular Access and Services to Eliminate
1.2 Instructional Delivery and Social Routines
Instructional Format Prevalence
of Practice
• Small-group discussion 1 2 3
• Large group discussion 1 2 3
• Lecture 1 2 3
• Independent reading 1 2 3
• Individual seatwork 1 2 3
1 2 3
• Dyads/partner
1 2 3
• 1:1 instruction
1 2 3
• In-class assignment 1 2 3
• Note taking 1 2 3
• Homework 1 2 3
• Other ___________________ 1 2 3
• Other ___________________ 1 2 3
• Other ___________________

Classroom Management Prevalence
• Expected behaviors are of Practice
identified and taught to students. 1 2 3
• Students are reinforced for
meeting behavioral expectations. 1 2 3
• Appropriate behavior is modeled
in this class 1 2 3
• A problem-solving approach is
used to deal with issues. 1 2 3
• Students have the opportunity to
identify and discuss concerns. 1 2 3
• Other_____________________
1 2 3
• Other_____________________
1 2 3
Other_____________________ 1 2 3

C-6
1
Coding Key:

Response to Diversity Prevalence
of Practice
• Instructional activities 1 2 3
incorporate student interests and
experiences
• Students have opportunities to 1 2 3
make choices
• Individual differences are seen 1 2 3
as positive
• Respect and understanding of 1 2 3
difference is addressed in
instructional activities
• Other_____________________ 1 2 3
1 2 3
• Other_____________________
1 2 3
• Other_____________________

Interpersonal Relationships Prevalence
of Practice
• Students help each other 1 2 3
• Students treat each other with 1 2 3
respect
• Social skills are taught 1 2 3
• Other_____________________ 1 2 3
• Other_____________________ 1 2 3
1 2 3
• Other_____________________

C-7

1
Coding Key:

Social Activities Prevalence
of Practice
• The school offers activities that 1 2 3
address a range of student
interests.
• School sponsored activities are 1 2 3
publicized in a variety of ways
to reach all students.
• Extracurricular activities are 1 2 3
well attended by all students
• Other_____________________ 1 2 3
• Other_____________________ 1 2 3

1.3 Setting Characteristics
Classroom Environment Feature of
this setting?
• Classroom location is accessible Y N
• Room arrangement allows for
access to all areas
• Room arrangement allows for Y N
all students to see and hear
instruction
• Room arrangement allows for Y N
teacher to see and monitor all
students
• Students have opportunity to Y N
work without distraction
Y N
• Noise level of classroom does
not interfere with learning
Y N
• Lighting in room is conducive to
learning
Y N
• Other____________________

1 C-8
Coding Key:

Step 4: Discuss Appropriate Supplementary Aids and Services Options and Identify Viable Alternatives for
Implementation.
Based on the analysis of the general education classroom setting, identify those Supplementary Aids and Services that represent the team’s best
thinking about the most appropriate services and strategies to support learning and participation in the general education setting. These
decisions are likely to have resource/personnel/training and/or administrative support implications. This step in the consideration process focuses
on the supports necessary for adults to effectively implement the Supplementary Aids and Services that have been identified.
Student Support Strategies to Adult Supports/Resources for
Supports for Implementation
Implement Implementation
(How we will get there?)
(What does the student need?) (What do the adults need?)
[Ex: Student needs visual supports used [Ex: Special educator needs access to [Ex: IU AT consultant will provide teacher
throughout the day to understand schedule and Boardmaker software; training in use of software training; school will purchase software; tech
individual activity demands.] needed.] coordinator will install on computer with access to
color printer.]

C-9

D

COMPONENT D:

Self-Check for Teams
COMPONENT D is a self-assessment tool for teams to use as they move through
the SaS Consideration Toolkit to ensure fidelity in the development of an IEP that
is focused on maximizing student participation in the LRE and meaningful access
to the general education curriculum.





PaTTAN/BSE/PDE
Dr. Gail McGregor

D-1

A sequence is outlined to guide teams through the SAS Consideration Process. In practice, the
below.
Sequence

Learn About the SaS Special education administrators, Overview and
Consideration Toolkit PaTTAN and IU Technical Preparation for Use
and Process Assistance personnel (TaC) serve
as resources to IEP team

student
Create profile of general General and special educator SaS Consideration Tool,
education setting(s) compile information and share Step 1
with team

Identify potential barriers All team members SaS Consideration Tool,
to learning and Step 2

SAS Self Check
curriculum access in the
general education
classroom

Identify strategies and All team members; specialists as SaS Consideration Tool,
services to eliminate needed to supplement team Step 3
barriers expertise (e.g., AT specialist,
behavior specialist, PaTTAN/IU A Quick Guide to
consultants) Supplementary Aids
and Services

Discuss and analyze All team members and SaS Consideration Tool,
appropriate SAS options consultants Step 4
and determine viable
alternatives for
implementation

D-2

Consideration of Supplementary Aids and Services:
A Self-Check Tool for IEP Teams
A set of questions, organized into sections based on when the actions should occur (e.g. before,
during or after the IEP meeting), are presented below. As a team, review each statement at the
appropriate time to ensure fidelity in the development of an IEP that is focused on maximizing
student participation in the LRE and meaningful access to the general education curriculum.
Please note: the “NA” choice is available for a limited number of items. The majority of items
require a “yes” or “no” response.

Before the IEP Meeting: Has the team gathered comprehensive Yes No NA
information to guide program development that includes information
from all stakeholders?
1. Parents were given the opportunity to identify preferences and
priorities for their child’s program, and share information about
strategies that have and have not been successful in previous
years.
2. Information about the general education instructional, social, and
physical environment was gathered from general educators and
support personnel as a basis for team discussion of supports
needed in general education classrooms (Step 1: SaS
Consideration Tool).
3. Complete information about the student was available for the team
to accurately describe the student’s present levels of educational
performance in all academic and non-academic areas.
4. Instructionally relevant student information has been compiled
and organized in the Student Profile format. (Part 3: Student
Profile)
5. Data from previous year(s) were reviewed to identify what does
and does not work well for the student, including strategies
effective in promoting learning and participation in general
education settings.

D-3

During the IEP Meeting: Has the IEP team used the general Yes No NA
education classroom/curriculum as a
reference point in developing this student’s
program?
1. Priorities for this student are clearly identified, considering both
academic and non-academic areas.
2. When functional skills are a priority, the team identifies when
these skills can be taught within naturally occurring opportunities
across the school day rather than limiting the scope of the IEP to
these skill areas.
3. The team has discussed when and how individual student
priorities can be addressed in the general education settings,
ensuring sufficient instructional intensity for skill acquisition to
occur. [Note: For some students, the use of an Activity Matrix can
support this process.]
4. There is a clear relationship between IEP goals and objectives and
Pennsylvania Academic and/or Alternate Standards, ensuring
student access to the general education curriculum at an
appropriate instructional level.

5. Descriptions of present levels of student performance have been
used to identify discrepancies between student
performance/behavior and grade level instruction/expectations.
(Step 2: SaS Consideration Tool)

6. Skill differences lead to a discussion of Supplementary Aids and
Services rather than alternative placements. (Step 3: SaS
Consideration Tool)

7. The team has sought support/consultation about potential in-class
services and approaches that enable instruction to be delivered in
general education environments.

8. A wide array of potential Supplementary Aids and Services
which address student-specific barriers to learning, have been
identified to support participation in the general education
classroom. (Step 3: SaS Consideration Tool)

9. Team discussion has led to the identification of those
Supplementary Aids and Services that represent a comprehensive
and sound approach to supporting participation in the general
education classroom. (Step 4: Consideration Tool)

D-4

During the IEP Meeting: Has the IEP team used the general Yes No NA
education classroom/curriculum as a
reference point in developing this student’s
program?
10. A support plan that encompasses prevention, teaching, and
consequence strategies has been developed for this student, if
behavioral challenges are a potential concern.

11. The IEP team’s decisions about Supplementary Aids and Services
reflect an understanding of the legal obligation to supplement and
realign resources as needed to avoid unnecessary removal of this
student from the general education classroom.

12. Supplementary Aids and Services to support participation in
nonacademic and extracurricular settings have been identified and
documented on the IEP.

13. If placement outside of the general education classroom is
required to address one or more of the students needs, the amount
of time the student is educated elsewhere has been minimized.
14. The team has discussed resource personnel responsible and
accountable for the support and implementation of IEP goals
across educational environments.

D-5

After the IEP Meeting: Are sufficient plans in place to evaluate and Yes No NA
refine the Supplementary Aids and Services
plan?

1. A plan to ensure the availability of needed Supplementary Aids
and Services has been developed and will receive needed
administrative support for implementation. (Step 4: SaS
Consideration Tool)

2. Arrangements have been made for school personnel to receive the
necessary training and support to implement one or more of the
identified Supplementary Aids and Services (e.g., Supports for
School Personnel on the IEP)

3. A timeline has been established to periodically evaluate the
effectiveness of Supplementary Aids and Services and to make
necessary adjustments to the support plan.

4. Data are collected to evaluate the effectiveness of Supplementary
Aids and Services to help guide the team in making any necessary
adjustments to the support plan.

5. Proactive Problem-solving strategies are used by IEP team
members to review and modify support plans when outcomes do
not meet expectations established for performance to maintain the
student in the current educational placement.

D-6

Settlement Agreement
Gaskin v. Pennsylvania

- Fact Sheet -
Definition and Purpose:
“Supplementary aids and services means aids, services, and other supports that are provided in regular
education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children
with disabilities to be educated with nondisabled children to the maximum extent appropriate in accordance with
§300.114 through §300.116.” (34 CFR 300.42)
The purpose of providing supplementary aids and services is to support students with disabilities as active
participants with nondisabled peers as well as to enable their access to the general curriculum. To that end,
supplementary aids and services include modification to the general curriculum and [a child with a disability is not
removed from education in age-appropriate regular classrooms solely because of needed modification in the general
curriculum]. (34 CFR 300.116 (e))

Full Range of Supplementary Aids and Services
34 CFR 300.114 (ii) states that, “Special classes, separate schooling, or other removal of children with disabilities from
the regular educational environment occurs ONLY if the nature or severity of the disability is such that education in
regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.” [emphasis added]

Supplementary aids and services should be:

Available to all students who need them
Designed to provide meaningful educational benefit
Provided in a manner that avoids stigmatizing students (Gaskin Settlement Agreement, 2005)

There are an infinite number of possible supplementary aids and services to be considered and implemented by
Individualized Education Program (IEP) teams. Court decisions have required school districts to make a concerted and
good faith effort to use supplementary aids and services to address behavioral issues in the regular classroom. The
provision of positive behavioral interventions, strategies, and supports is designed to foster increased participation of
children with disabilities in regular education environments or other less restrictive environments, not to serve as a
basis for placing children with disabilities in more restrictive settings.

It is important that IEP teams contemplate educational placement in the regular education classroom not only as
it currently exists, but also as it might be modified through the provision of supplementary aids and services.

One framework that may assist IEP teams in considering the full range of supplementary aids and services
includes four categories of supplementary aids and services for consideration: Collaborative, Instructional, Physical,
and Social-Behavioral (Etscheidt & Bartlett, 1999). The chart that follows provides illustrative examples for each of
the categories. The Oberti decision includes reference to four specific supplementary aids and services that Local
Education Agencies (LEAs) must consider: modified curriculum, teacher training, effective behavior support, and
provision of an aide, if necessary.

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