All students could benefit from some type of Assistive Technology and should be considered at every IEP meeting.
Assistive Technology is something that needs to be considered for all students on IEP’s and is often skipped or misunderstood in terms of what it means to be considered.
The Individuals with Disabilities Education Act (IDEA), a federal law on special education that was reauthorized in 2004, requires schools to consider a student’s possible need for assistive technology devices and services whenever an Individualized Education Program (IEP) is developed. In addition, the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act require schools to provide assistive technology for students with disabilities, if needed to assure equal access to the school’s programs and services. Both of these laws also require that schools provide instructional materials in accessible formats to students who need them.
Today’s technologies can dramatically change the lives of students with disabilities, enabling them to access the curriculum, participate in learning activities alongside their peers, personalize their learning, and achieve their full potential. An understanding of assistive technologies and accessibility will help school personnel make informed decisions when they evaluate students’ needs. Better still, this knowledge will help schools develop educational environments and programs that can meet the needs of all students, regardless of whether they have disabilities. It is with this goal in mind that this publication was developed.
Providing Assistive Technology
It is important to keep in mind that providing assistive technology is not simply a matter of purchasing devices. To help ensure that students will benefit from using a device, schools need to address several issues.
Considering the Need for Assistive Technology
The principal reason for providing assistive technology in school is to enable students to meet the instructional goals set forth for them. School personnel should look at tasks that each student needs to accomplish, the difficulties the student is having, and the ways that various devices might help the student better accomplish those tasks.
Many factors need to be examined when assistive technology devices and services are being considered for a student—including educational goals, personal preferences, social needs, environmental realities, and practical concerns. A careful evaluation of the options will help schools avoid spending money on devices and services that do not meet a student’s needs.
Also critical are the various services that will support the student’s use of assistive technology. These services can include customizing a device, maintaining or repairing the device, and providing training and technical support. In addition, training may be needed not only for the student but for any family members and teachers who may assist the student. It is important that training be incorporated into the student’s IEP and not just one time, but ongoing support.
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