This page will clarify basic requirements regarding the consideration and provision of assistive technology (AT) and services to each individual with a disability; and provide clarification andx assistance to local education agencies, particularly members of Individualized Education Program (IEP) teams in effectively addressing these requirements.

Must assistive technology be considered for each individual with a disability?

Yes, the amendments to the Individuals with Disabilities Education Act (IDEA) require that the Individualized Education Program (IEP) team consider whether the child requires assistive technology and services (20 U.S.C. Section 1414[d] [3] [B] [v]). There are also other requirements in the IDEA related to assistive technology. The Western Regional Resource Center (WRRC) has compiled a complete listing of these specific requirements.

What is Assistive Technology and Services?

IDEA (20 U.S.C. Section 1401) includes the following definitions:

1. Assistive Technology Device: The term "assistive technology device" means any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability.
2. Assistive Technology Service: The term "assistive technology service" means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. Such term includes:
   1. the evaluation of the needs of such child, including a functional evaluation of the child in the child's customary environment;
   2. purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by such child;
   3. selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing of assistive technology devices;
   4. coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs;
   5. training or technical assistance for such child, or, when appropriate, the family of such child; and
   6. training or technical assistance for professionals (including individuals providing education and rehabilitation services) to, employ, or otherwise substantially involved in the major life functions of such child

What kinds of assistive technology and services are to be considered by the IEP team?

It is important that members of the IEP team recognize that technology is just one strategy in a multi-faceted approach in addressing the needs and strengths of students with disabilities. IEP teams will therefore need to balance the degree of technology assistance with the student's learning potential, motivation, chronological age, developmental level and goals/objectives, which include:

• Low-Tech - Equipment and other supports readily available in schools, including off-the-shelf items to accommodate the needs of students, which can be provided by general/special education through the Student Study Team (SST)/IEP processes (e.g., calculators, tape, recorder, pencil grip, and larger pencils).
• High-Tech - Supports students who may need more specialized equipment and support services beyond basic assistive technology, often students with low incidence and/or significant/severe disabilities, who requires more in-depth assessment (e.g., closed circuit television (CCTV), FM systems, augmentative communication devices, sound field systems, alternative computer access, and specialized software).

The Wisconsin Assistive Technology Initiative developed a "checklist" of additional examples of assistive technology which may be needed by students.

It is also important to consider and use the technology purchased with state and federal technology funds for all students (e.g., computers, basic software), and to request funding for students with disabilities who do not have access to the technology purchased with these funds.

What is the process for considering whether the child requires assistive technology and services?

Assistive technology is as much a process as a product. A flowchart from Has Technology Been Considered - A Guide for IEP Teams by A.C. Chambers, provides a basic outline of the process which should be used in considering the assistive technology needs of students with disabilities.   Copies may be ordered from the Council of Administrators of Special Education, Inc., Council for Exceptional Children in Alberquerque, New Mexico.

Who should be involved in considering the need for assistive technology and services?

Assistive technology is a tool for access (e.g., school environment, core curriculum) and for independence (e.g., communication, mobility) and will therefore change as the student's needs change and as technology continues to change. The need for AT should therefore be an integral part of a comprehensive assessment for students with disabilities in all areas related to their disabilities, as appropriate, for each student and must be considered by the IEP team, based upon the student's assessed needs and strengths.

It is important to use a collaborative school-based team approach in education settings for assessment, planning, and provision of needed AT, which includes individuals who are knowledgeable about the student's disability(ies)/needs and strengths in the area of AT.

The document, Recommended Competencies for Professional Staff Members in the Area of Assistive Technology, was developed at the request of the National Association of State Directors of Special Education to assist them in developing plans for meeting the assistive technology needs of students with disabilities.

What if I have questions about the information in this document?

Please contact Dennis Kelleher at (916) 327-0842 or TTY: (916) 445-4556, fax to (916) 445-4550 or e-mail at dkellehe@cde.ca.gov

Basic Assistive Technology Resources

Local/Regional:

Contact your school/district/county/Special Education Local Plan Area (SELPA) for assistance. Some SELPAs have established or have become partners with other agencies in establishing regionalized AT Centers, which can provide assistance in assessment and provision of AT, services, and address other local needs. Using a multi-agency approach provides a more cost-effective way of comprehensively addressing the AT needs of all individuals with disabilities.

State:

• California Assistive Technology System provides assistance, information, and referrals (all ages)

• California Department of Education (CDE):

  • Technology Services Division

  • Education Technology Office provides Financial and technical support through state federal funds for educational technology for all students in California

• Special Education Division

• State Special Schools and Services Division

  • Deaf/Hard of Hearing Unit provides technical assistance/guidelines to meet the unique educational needs of students who are Deaf/Hard of Hearing

  • California School for the Deaf, Fremont

  • California School for the Deaf, Riverside (site under construction)

  • California School for the Blind, Fremont

  • Diagnostic Centers located in Fremont, Fresno and Los Angeles provide assistance/training in assessment and in other areas

• Specialized Media makes state-adopted and other educational materials and equipment accessible and available

Training:

• California State University, Dominguez Hills provides online classes and AT Specialist Certificate Program
• California State University, Fullerton provides AT Certificate Program
• California State University, Northridge (Center on Disabilities) provides varied training opportunities, including international conference
• http://www.htctu.fhda.edu/High Tech Training Unit - California Community Colleges
• http://www.closingthegap.com/index.lasso Closing the Gap
• http://www.abledata.com/ABLEDATA
• University of New Mexico provides training through distance education in a variety of topic areas

Questions:   Dennis Kelleher | dkellehe@cde.ca.gov | 916-327-0842