What should an SLP consider first when determining assistive technology needs for a student with language-based literacy needs?

When determining assistive technology needs for a student with language-based literacy needs, it is essential for an SLP to prioritize the curriculum expectations and student performance. This approach ensures that the selected assistive technology effectively supports the student's learning objectives and aligns with the educational goals set by the curriculum.

By first considering these aspects, the SLP can identify specific challenges the student faces in relation to their language and literacy development. Understanding the curriculum expectations helps the SLP assess how assistive technology can bridge gaps in the student's skills, enabling them to meet academic standards and participate fully in their learning environment. Additionally, observing the student's performance provides insight into their unique needs, which is critical in selecting technology that will truly benefit them.

Focusing first on curriculum expectations and student performance lays a solid foundation for subsequently evaluating other factors such as the technology tools available, the student’s preferences, and the cost implications for the school district. These factors can enhance the decision-making process, but they should follow the primary consideration of supporting the student’s educational needs.