AT for Administrators

Identify and describe the definition and scope of assistive technology devices and services and the implications for students with disabilities

“Assistive technology is defined both as tools and services. Assistive technology tools include the devices or products that are used to help a student with disabilities to overcome challenges in his or her life. Assistive technology services are the supports that ensure that appropriate tools are selected and effectively implemented with a student with disabilities.” 

These service may include:

• assessing the student's need for assistive technology

• providing for the acquisition of AT devices that are deemed necessary

• fitting, adapting, maintaining, and repairing the assistive technology as needed

• training the student to use the assistive technology

• training the school staff and, if necessary, the family to use the assistive technology

Describe the administrator's legal responsibilities pertaining to the provision of assistive technology for students with disabilities

Every administrator in the school environment should be familiar with The Individuals With Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act. IDEA applies to students who are receiving special education services. However, the provision of AT may also be required for students with 504 Plans in order to provide a free and appropriate public education (FAPE). The following responsibilities are outlined in the next section of this module:

• IDEA and a School District's Responsibility

• IEP Team Responsibilities

• Accessible Instructional Materials

• Section 504 and a School District's Responsibility

• Funding

Identify critical areas of administrative support and leadership for developing and delivering assistive technology services

1. The education agency has written procedural guidelines that ensure equitable access to assistive technology devices and services for students with disabilities, if required for a free, appropriate, public education (FAPE).

Intent: Clearly written procedural guidelines help ensure that students with disabilities have the assistive technology devices and services they require for educational participation and benefit. Access to assistive technology is ensured regardless of severity of disability, educational placement, geographic location, or economic status.

2. The education agency broadly disseminates clearly defined procedures for accessing and providing assistive technology services and supports the implementation of those guidelines.

Intent: Procedures are readily available in multiple formats to families and school personnel in special and general education. All are aware of how to locate the procedures and are expected to follow procedures whenever appropriate.

3. The education agency includes appropriate assistive technology responsibilities in written descriptions of job requirements for each position in which activities impact assistive technology services.

Intent:  Appropriate responsibilities and the knowledge, skills, and actions required to fulfill them are specified for positions from the classroom through the central office. These descriptions will vary depending upon the position and may be reflected in a position description, assignment of duty statement, or some other written description.

4. The education agency employs personnel with the competencies needed to support quality assistive technology services within their primary areas of responsibility at all levels of the organization.

Intent: Although different knowledge, skills, and levels of understanding are required for various jobs, all understand and are able to fulfill their parts in developing and maintaining a collaborative system of effective assistive technology services to students.

5. The education agency includes assistive technology in the technology planning and budgeting process.

Intent: A comprehensive, collaboratively developed technology plan provides for the technology needs of all students in general education and special education.

6. The education agency provides access to ongoing learning opportunities about assistive technology for staff, family, and students.

Intent: Learning opportunities are based on the needs of the student, the family, and the staff and are readily available to all. Training and technical assistance include any topic pertinent to the selection, acquisition, or use of assistive technology or any other aspect of assistive technology service delivery.

7. The education agency uses a systematic process to evaluate all components of the agency-wide assistive technology program.

Intent: The components of the evaluation process include, but are not limited to, planning, budgeting, decision-making, delivering AT services to students, and evaluating the impact of AT services on student achievement. There are clear, systematic evaluation procedures that all administrators know about and use on a regular basis at central office and building levels.