Connecticut State Department of Education

Connecticut Assistive Technology Guidelines - Section 2: For Infants and Toddlers under IDEA Part C


Implementation of Assistive Technology


The implementation of assistive technology may be long-term or short-term; may require trials with different devices to determine if the AT is accomplishing what was intended; and may require using more than one AT device at the same time. 

Parent input is essential. According to the Illinois Early Intervention Assistive Technology Guidelines (2007), “Parents who understand how a device works and believe that it plays an important role in their child’s development will provide more opportunities for the child to learn about and use the device(s). Parent preferences and feelings about particular devices often determine whether implementation and use of devices will be successful.” 

The implementation of assistive technology involves the child’s entire team working together, sharing responsibility, to support the child’s use of the assistive technology according to a collaboratively developed written plan. The plan may preclude misunderstandings and ensure consistency. It should delineate the steps of a routine/activity (identified by the family) when AT will be used, the devices that will be used, what the adult will do, and what the child is expected to do as a result of using the AT. The Child Caregiver Interaction Plan (Thomas Jefferson University, n.d.) is an example of an implementation plan. 

For more information about the Child Caregiver Interaction Plan, refer to appendix 7 and appendix 8. 

Regardless of the plan’s design, it should be easy to understand and accomplish. 

All members of the IFSP team must understand what is expected of them in regard to the implementation of the AT. It should be clear:

  • why the AT was selected; 
  • the purpose the AT serves; 
  • how it enhances the child’s functional skills; 
  • when and how often it will be used; 
  • how the AT will be used in combination with other AT; 
  • which adults are responsible for ensuring that the AT is used as planned; and 
  • how the AT will be coordinated with other therapies outside of Birth to Three, if any.

Different implementations plans will be warranted depending on the environment. The AT selected for implementation in the childcare setting may differ from the AT selected for use in the home. The plan should consider the time and effort to set up and use the AT as well as ensure caregiver understanding of how to use the AT device.

Training for the child, family, and team are integral to implementation. Early intervention professionals are responsible for providing appropriate instruction and follow-up for all adults who will be involved in using the AT. Training may be ongoing as needs change, participating adults change, and child’s abilities change. 

As the implementation plan is carried out, the service provider should monitor the child’s performance and adjustments then made to support the child’s progress. For technology to be effective and successful, devices must be in working order so they are available to the child. Following acquisition of the devices, additional responsibilities of the Birth to Three provider include:

  • setup; 
  • organization of equipment and materials; 
  • temporary use of a comparable device if the original is unavailable for an extended period of time; and 
  • timely replacement of a nonrepairable device.