Which step is part of ensuring assistive technology compatibility within an IEP?

• A. Prohibit assistive technology
• B. Require teachers to learn many devices without support
• C. Assess assistive technology needs and ensure compatibility with devices the student uses
• D. Use a single, universal device for all students

Answer: (C)

The main idea here is making sure the assistive technology a student needs actually fits with the tools they already use and with the school’s systems. In an IEP, part of planning AT is to assess what supports the student requires and then confirm that those devices and software will work with the student’s current devices, platforms, and formats. This means checking that the chosen AT is interoperable with the student’s computer, apps, connectivity, and any other technology they rely on, so they can access instruction without barriers.

This is the best choice because it directly ensures the student can use the assistive technology effectively within the school environment, enabling consistent access to learning activities. It goes beyond simply identifying a need; it secures practical compatibility so the tools function across settings and platforms.

Prohibiting assistive technology would remove a crucial access tool. Requiring teachers to learn many devices without support isn’t a feasible or reliable way to guarantee compatibility, and it shifts the focus away from matching the student’s needs to the actual tools. Using a single universal device for all students ignores individual differences in needs and compatibility, and it doesn’t ensure the student’s specific devices and software will work in the classroom.