School districts are responsible for providing assistive technology devices and services if an IEP team determines that the child needs them to benefit from their educational program. The student performs the required tasks within the relevant instructional or access areas with the assistive technology that has been determined to be educationally necessary and is currently in force. Assistive technology services include any service, it is “any service that directly helps a child with a disability to select, purchase and use an assistive technology device.” The checklist for considering assistive technology also addresses a number of assistive technology solutions, as well as the standard classroom tools, modifications and adaptations that currently exist to address student needs. When it comes to students with disabilities, school districts have a responsibility to provide assistive technology devices and services if an IEP team determines that the child needs them to benefit from their educational program.
This means that the student must be able to complete the required tasks within the relevant instructional or access areas with the assistive technology that has been determined to be educationally necessary and is currently in force. Assistive technology services include any service that directly helps a child with a disability to select, purchase and use an assistive technology device. The checklist for considering assistive technology also addresses a number of assistive technology solutions, as well as the standard classroom tools, modifications and adaptations that currently exist to address student needs. For example, a statement such as “An analysis of the tasks required within the relevant instructional areas revealed that Steve can perform the tasks independently; therefore, no assistive technology is required. Decisions about the need for assistive technology devices and services are based on the student's IEP goals and objectives, access to curricular and extracurricular activities, and progress in the general education curriculum. While the IDEA has clearly mandated the requirement that IEP teams consider assistive technology devices and services for each student, many members of the IEP team have wondered how this requirement could be implemented effectively for each student.
The checklist provides a framework for considering assistive technology that is appropriate for students of all ages and skill levels, and serves as documentation of the procedure used to consider assistive technology. It is recommended to document the decision-making process used to consider the student's need for assistive technology. It's important to remember that considering assistive technology and evaluating its role in a student's educational program are an ongoing process. During the development of the individualized educational program, the IEP team consistently uses a collaborative decision-making process that supports the systematic consideration of each student's possible need for assistive technology devices and services. These indicators clearly address several critical elements for an effective consideration of assistive technology needs. This means that school systems must develop a process that IEP teams use when considering assistive technology needs.
The process should include a review of the standard classroom tools, adaptations, modifications and assistive technology solutions that currently exist and a determination of whether these strategies are adequate to meet the student's needs. The definition of an assistive technology device is very general and provides IEP teams with the flexibility to offer a variety of technological solutions that help students complete tasks within the relevant instructional or access areas. This checklist is designed to help IEP teams consider the needs of students with disabilities in terms of assistive technology. This can include a variety of interventions achieved through strategies or modifications that are not normally considered to be assistive technology.
