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Welcome to OCECD’s Winter 2025 newsletter! This year, our 2024-2025 newsletters have been reviewing the topic of Assistive Technology (AT). There is so much to learn about this subject! Our Winter 2025 newsletter is the third in our 3-part series on this topic. In Part 1, you learned what AT is and the difference between AT Services and Devices. In Part 2, you learned more about the assessment process in the school environment, considerations for Individualized Education Programs (IEPs), and 504 Plans.
In Part 3, our Winter issue, we will learn about AT services, tools, devices, and special considerations for bilingual students, also considered English Language Learners (ELLs). Read below to learn more.
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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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Under the Individuals with Disabilities Education Act (IDEA), assistive technology service is defined as any service that directly assists a child with a disability in the selection, acquisition, and use of an assistive technology device.
Aspects of Assistive Technology Services Are:
- The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child’s customary environments;
- Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities;
- Selecting, designing, fitting, customizing, adapting, applying, retaining, repairing, or replacing assistive technology devices;
- Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs;
- Training, or technical assistance for a child with a disability, or if appropriate, that child’s family, and;
- Training or technical assistance for professionals (including individuals or rehabilitation services), employers, or other individuals who provide services to employ, or are otherwise substantially involved in, the major life functions of children with disabilities.
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How does IDEA address Assistive Technology?
Each public agency must ensure that assistive technology devices or assistive technology services, or both, are made available to a child with a disability if required as a part of the child’s special education. Related services or supplementary aids and services are made on a case-by-case basis.
The use of school-purchased assistive technology devices in a child’s home or in other settings is required if the child’s IEP Team determines that the child needs access to those devices in order to receive FAPE.
When developing an Individualized Education Program (IEP) for a child, school districts must consider whether assistive technology is needed. This also includes children served under 504 Plans.
IDEA also requires that all students who are blind or have print disabilities in elementary and secondary schools have access to print instructional materials.
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An assistive technology device is 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 that device. (IDEA, 2004); (OAC, 2014).
Note: The only devices or tools specifically excluded under IDEA are surgically implanted medical devices and the replacement of such devices.
AT encompasses areas of Low-tech, Mid-tech and High-tech. It’s important that the IEP/504 Team explores the different levels and types of AT devices/tools out there, and makes informed decisions as to what could benefit the student to access the general educational curriculum, (for example, in the areas of communication, hearing, math, reading, writing, mobility, positioning, seating, vision aid).
Below are some examples of low-tech, mid-tech, and high-tech devices, but these do not represent every option available.
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Low-tech
Devices that are readily available, inexpensive, and typically do not require batteries or electricity.
- Specialized rubber pencil grip
- Page holder
- Modified scissors
- Graphic organizer
- Visual schedules
- Adapted pencil
- Fidgets/manipulatives
- Adapted eraser
- Tactile rule
- Slant board
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Mid-tech
Devices that are usually digital and may require batteries or another power source.
- Calculator
- Audio book
- Digital recorder
- Braille translation software
- Adapted keyboard
- Electronic speller or dictionary
- Word prediction software
- Voice amplification
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High-tech
Devices that are typically computer-based, likely to have sophisticated features, and can be tailored to the specific needs of an individual student.
- Tablet
- Screen reader
- Voice recognition software
- Computer
- Electronic tablet
- AAC device
- Smart board
- Alerting device
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- Mobility aids: Wheelchairs, walkers, and prosthetic devices
- Adaptive equipment: Ergonomic keyboards and adjustable desks
- Communication devices: Talking calculators, speech-to-text software, and talking computer terminals
- Screen readers: Text-to-speech software for people who are blind or visually impaired
- Voice recognition: An emerging advance in assistive technology
- Activities of Daily Living (ADLs): dining aids, toileting aids.
There are many other technologies available, and new ones are being developed every day. Currently, some examples include Speechify, Google Classroom, Seeing AI, TactPlus, MathTalk,
Explore free web and tablet based assistive technologies for reading, writing, and organizational skills at Exploring Free Web and Tablet AT (pacer.org).
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If your child is 14 or older, Assistive Technology (AT) devices or services help your child with disabilities participate more independently within their home, employment, and school settings. There are infinite possibilities when it comes to AT. Many examples listed previously may include: screen readers, speech recognition systems, touch screens, word prediction software, joysticks, trackballs, timers, recorders, seat cushions, and hearing aids.
There is no “one size fits all” with Assistive Technology devices. AT options are individualized and based on your child’s personal needs. Assistive Technology can help employers and postsecondary institutions make reasonable accommodations for your child as an employee and/or postsecondary student with a disability. Additionally, personal Assistive Technology devices can help your child with disabilities live a more independent life in their community.
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Ohio schools currently serve over 80,000 students who are English Language learners (ELL's). Spanish is a home or primary language of about one-third of the state's English learners. Somali, Arabic, Swahili, Chinese, Japanese, Nepali, Pennsylvania Dutch, French, Turkish, and over 90 other languages are also spoken by Ohio's English learners.
This statistic underscores the importance of tailored educational strategies and resources to accommodate diverse learning needs, ensuring students receive relevant and accessible learning materials.
Federal law requires Ohio schools to identify English learners, assess their English language proficiency, provide reasonable accommodations, monitor their academic progress, and implement accountability systems.
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Additional Support Tools for Ohio's ELLs with Disabilities
Beyond translation services, assistive technology provides comprehensive support to address diverse learning needs:
- Speech-to-Text and Text-to-Speech Software: These tools assist students with reading and writing difficulties by converting spoken language into text or reading digital content aloud.
- Visual Learning Aids: Graphic organizers, interactive apps, and video-based instructions help students grasp complex concepts and bridge language barriers.
- Adaptive Learning Platforms: AI-powered programs adjust lesson plans based on a student’s proficiency level, ensuring personalized learning experiences that accommodate diverse needs.
- Augmentative and Alternative Communication (AAC) Devices: These tools support students with speech or communication impairments, allowing them to express themselves more effectively.
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Enhancing Teacher, Student, and Parent Communication with Technology
Advancements in technology are pivotal in supporting Ohio's ELL students in achieving English proficiency and academic success. With the integration of AI-driven translation, adaptive learning platforms, and specialized classroom tools, ELL students with disabilities in Ohio have enhanced resources to aid their educational journey.
Technology significantly improves communication between parents and educators through:
- Instant Translation for Meetings and Correspondence: Parents and Educator can access real-time translation services during parent-teacher conferences, emails, and school communications.
- Mobile Chat Applications: Many school platforms now offer multilingual chat features, allowing direct communication between parents and teachers in any language available.
- Translated Educational Resources: Schools can provide translated versions of assignments, progress reports, and school announcements, ensuring all families have access to vital information.
As technology continues to evolve, its role in supporting ELLs and students with disabilities in Ohio will only grow stronger. By integrating AI-powered translation, adaptive learning, and interactive educational tools, schools can create more inclusive and effective learning environments. Parents and educators must advocate for continued investment in AT resources to ensure every student has the opportunity to succeed academically, regardless of language barriers or disabilities.
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The U.S. Department of Education issued a “Dear Colleague” letter and a 24-page “myths and facts” on January 22, 2024. The focus of this document was to clarify schools’ responsibilities to provide students with disabilities the assistive technology they need and the support to use it effectively. Use this document to inform yourself, as parents/guardians, about AT in early intervention, AT in K-12, AT services, AT costs, and AT devices. Access in English and Spanish.
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Center for Parent Information & Resources created checklists that address often asked questions related to assistive technology in a step-by-step format.
Available in English and Spanish www.parentcenterhub.org/considering-at/
Accessible Instructional Materials (AIM): A Technical Guide for Families and Advocates
Accessible Educational Materials (AEM)
Print- and technology-based educational materials, including printed and electronic textbooks and related core materials, that are designed or enhanced in a way that makes them usable across the widest range of learner variability, regardless of format. Accessible Formats: audio, braille, large print, tactile graphics, and digital text conforming with accessibility standards. AEM Video
AT of Ohio lending library
https://atohio.org/device-lending-library
Assistive Technology Devices and Services for Children with Disabilities Under the IDEA - Individuals with Disabilities Education Act January 2024
Center for Parent Information and Resources [CPIR]
Considering Assistive Technology for Students with Disabilities | Center for Parent Information and Resources (parentcenterhub.org)
Family’s Guide to Accessible Educational Materials.
Family Guide to Assistive Technology
InnovateOhio Platform | InnovateOhio AI Toolkit | InnovateOhio AI Toolkit: Guidance and Resources for Policymakers, Teachers and Parents to Advance AI Readiness in Ohio Schools Part 5: Resources for Parents | InnovateOhio
Teachthought.com
15 Assistive Technology Tools For Students With Disabilities (teachthought.com)
National Instructional Materials Accessibility Standard (NIMAS)
NIMAS (2006) is a technical standard used by publishers to prepare “electronic files” that are used to convert instructional materials into accessible formats https://www.nimac.us/
National Center on Accessible Digital Educational Materials and Instruction (NCADEMI)
The mission of NCADEMI is to improve the quality, availability, and timely provision of accessible digital educational materials and instruction for learners with disabilities, from early intervention through high school graduation. AEM tie-in Guidance for Myths & Facts
ADA Roadmap for LEAs and SEAs
AT&AEM Center at OCALI AT&AEM Center Materials Request Portal
Request accessible format books, source books for Ohio schools. Refer to onsite transcribers for transcription to accessible formats. https://ohioaem.ataem.org/
AEM Source Bookshare -
www.bookshare.org AEM Source:
Learning Ally -
https://learningally.org AEM Source:
Louis Database -
louis.aph.org/#/
Local Braille Production Centers
Ohio Local Braille Production Center Map
Ohio Federal Quota Registration of Blind Students
OCALI Lending Library
https://ocali.org/lending-library
AT Devices & Kits, curriculum kits, assessment tools, hearing assistive technology (HAT), Braille practice test, large print, Braille books, and Learning Aids, early literacy books, Braille & Twin Vision
Additional Ohio AT Lending Libraries
AT Ohio
Regional Specialty Libraries
Technology Lending Programs in Ohio
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Technology has become an integral part of our lives, and as universal forms of technology have improved, so has AT. These innovative new advancements in technology are exciting for students with disabilities and their families because they have brought many features of AT devices/tools into the mainstream and helped improve educational outcomes for students.
There is a long way to go before every child with disabilities can experience comparable access to daily life that others enjoy and often take for granted. Over the past decade, AT has advanced in ways that were previously unimaginable. Schools investing in AT are not only enhancing the learning experience for all students, but also breaking down barriers for children with disabilities and preparing them for future academic, career, and overall life success.
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OCECD
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| Ohio Coalition for the Education of Children with Disabilities |
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