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OCECD Assistive Tech Newsletter 3-Part Series on Behavior related topics
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Welcome to OCECD’s Summer 2024 newsletter! Our 2024-2025 newsletters will be exploring the topic of Assistive Technology (AT). Our Summer 2024 newsletter is the first in our series on this topic. In this series you will learn about what AT is, the difference between AT Services and Devices, AT in IEPs and 504 Plans, the AT evaluation and assessment process, and the variety of devices available.
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The information provided in this newsletter is for general informational purposes only and should not be considered as legal advice.
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Assistive technology can be beneficial to many children with disabilities, enabling them to be more independent, productive, and included in every-day activities enjoyed by children without disabilities. AT can help children academically, as well as functionally. Not all children with disabilities will require AT, but for those that do, it can give them the ability to have greater control over their own lives.
The Individuals with Disabilities Education Act (IDEA) 2004 defines an AT device as “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” (IDEA, 2004 ? 300.6).
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IDEA defines an AT service as “any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device” (IDEA, 2004). AT services may include evaluation of the child’s functional environment; selection, acquisition, and customization of appropriate technology tools; coordination of AT services between professionals; and the provision of training of technical assistance for school-based professionals or family members (IDEA, 2004).
For parents of children with disabilities, including learning difficulties and attention deficits, it is important to know that a variety of AT accommodations exist to enhance their child’s learning. AT can support a child’s participation in the classroom, enabling the child to learn what other children without disabilities are learning. It can increase a student’s opportunities for accessing extracurricular activities, work experiences, social interactions, and communicating with others. AT can assist children with disabilities in achieving their IEP goals and objectives, and in receiving a Free Appropriate Public Education (FAPE).
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Before proceeding, it is important to define the difference between an assistive technology device and an assistive technology service.
(2) “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 the functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted, or the replacement of such device.
(3) “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. The term includes:
- (a) The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child’s customary environment;
- (b) Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities;
- (c) Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or
- replacing assistive technology devices;
- (d) Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs;
- (e) Training or technical assistance for a child with a disability or, if appropriate, that child’s
- family; and
- (f) Training or technical assistance for professionals (including individuals providing education or rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of that child. Rule 3301-51-01 Applicability of requirements and definitions. (B) Definitions Rule 3301-51-01 - Ohio Administrative Code | Ohio Laws
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- Participate in the general curriculum in a meaningful way;
- Access printed educational materials, such as books or textbooks;
- Access auditory information that other children can hear;
- Participate in testing, and state and district-wide assessments;
- Engage in written communication;
- Increase their ability to communicate with others;
- Access and navigate their school, home, and community;
- Gain self-help skills.
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The IEP team must consider whether AT might benefit your child at least once a year when the IEP is reviewed. You or others can also request an IEP meeting at any time throughout the year when it may be necessary to consider including AT in the IEP.
IEP teams may consider both low tech and high tech AT options that will help your child to access the general curriculum or to meet IEP goals.
An AT evaluation or consultation may be required, in order to identify your child’s individualized needs for AT and the correct fit of devices and services. This may include planned, short-term trials of various AT devices to determine their effectiveness. The expertise and recommendations of someone knowledgeable about AT devices and services can help guide the team in making decisions about what should be included in the child’s IEP.
AT can be the key to making school and the community more inclusive for children with disabilities. In our next newsletter, coming Fall 2024, we will discuss AT in IEP and 504 Plans, and the AT evaluation assessment process.
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