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AT is not physically available in the classroom
 
AT is physically available, but has no content to facilitate participation.
 
AT was fully implemented and worked well last year, but in this year’s classroom is not used.
 
AT is available and is used regularly for the activities that you set up, but no new uses are evident.
 
There is a school wide lack of interest in and willingness to use AT.
 
AT is physically available, but only used when AT specialist is present.
 
AT is physically available, but child is off to the side or back of the room and cannot see or hear adequately.
 
AT is physically available, but minimally used and could be more effective.
 
Teacher reports that the use of the AT "interferes with other instructional activities."
 
Instructional aide is not using the AT unless specifically directed to do so.
 
AT was fully implemented and worked well last year, but is not used in this year's classroom.
 
AT is being used successfully, but student will move to new classroom next year and no preparation is taking place.
 
Outside evaluator recommended AT, but no action has been taken.
 
Student refused to use AT.
 
Support staff are not implementing the use of AT when they work with the student.
 
AT is physically available, but never used.
 
There is a school wide lack of interest in and willingness to use AT.
 
AT listed in the IEP is not physically available in the classroom
 
AT is physically available, but has no content to facilitate participation.
 
AT is physically available, but teacher has not incorporated its use into daily schedule.
 
Student's AT use is not clearly described in IEP.
 
Need for AT is documented in IEP, but no one seems to know their role or responsibility.
 
Student gets bored and refuses to use AT.
 
AT is physically available, but is not usable because software needs to be loaded on the school network.