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Explanation
Assistive technology has been written into law since 1991. IDEA 97 (34 C.F.R. 300.346) requires that student planning teams (IEP team) consider whether assistive technology devices or services are needed for all students with disabilities and also stipulates that school districts are required to provide for such devices or services to ensure a FAPE.
IDEA lists five special factors that the IEP team must consider in the development, review, and revision of each child’s IEP: behavior, limited English proficiency, Braille and children with blindness or visual impairment, communication needs (especially important for children who are deaf or hard of hearing), and assistive technology.
IDEA 2004 also requires schools to provide assistive technology training for the teachers, child, and family. (20 U.S.C. 1400(2)(E) & (F))
Assistive technology consideration during an IEP meeting must include all ranges of possibilities, from low tech items to high tech equipment. Teams should collaborate around this consideration and can consult with their building/site Special Services Supervisor, the speech therapist or the occupational therapist for additional support. Within SpEd Forms, teams indicate Yes, No or More Data Needed when considering Assistive Technology. All AT needs are listed in this section (they do not need to be listed on the Adaptations page)
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