My Ramblings on AAT

The hardest part about using AAT in the lesson plan, is to know the exact limitations of the technology. That means a lot of extra time on the teacher's part doing research on the technology. Once the limits are established then the teacher is able to write up a plan that allows the student to use the technology to it's fullest potential in successfully completing the assignment.
The revised plan should be as comparable to the original lesson plan as possible, given the limits of the technology. Here, you now must include the limitations of the student, and sometimes it's hard to come up with a 4th grade version of an 11th grade content area.

Once you have identified the limitations of the student, you need to identify how you will need to change your teaching, and your plan to include lesson components that will allow the student to succeed at the lesson. This may include using a variety of multimedia in the classroom to accommodate various learning styles.
At this point, you have to make sure you are meeting the learning needs of all of your students, not just the disabled ones. To include the disabled students, you may want to make sure they are grouped with other students who can ensure they are included in group work, and understand what they are working on.

Lesson plans must be revised to include disabled students to ensure that they can receive the same educational opportunities as students who are not disabled.
That being said, I disagree with giving a high school diploma to a student who will never advance beyond a third grade level of maturity and understanding, or a student whose one-on-one aide actually has to do the lessons for the student because the student is incapable of doing so. At some point the only reason to have the student continue on in school is for the socialization. The student can still receive a certificate of completion, but I don't believe it's fair to the student or their classmates to give them a Diploma for successfully completing high school. The school system has become so paranoid about lawsuits, that they will automatically advance even mildly disabled students, ie. ADD or ADHD, even if they do not complete the minimum required by their IEP or miss twice more instructional time than allowed. This attitude allows students to manipulate the system and not even try and do better. I fully believe that this is something that needs to be fixed before the disabled students teach the regular students how to manipulate the system.

As long as the student is capable of understanding the material, and can participate in some constructive way, I believe that they should be included in the planning of every lesson.
To ensure that your lesson plan is appropriate, the assessment should take into consideration the technology involved, and the capabilities of the student. The assessment should stay within the limitations of the technology, but should allow you to push the student's capabilities and get them to stretch themselves, to reach out a little farther than they are capable of now. That is true success, to get the student, through various means, to accomplish a task that was previously beyond their capability. In short, the same task you give the other students to stretch them, should also stretch your disabled students.