Assistive Technology 

By becoming familiar with the right to assistive technology, parents and students will be better prepared to advocate for needed assistive technology in the IEP (Individualized Education Plan) and also in the 504 Plan (equal access to all school programs), thereby promoting enhanced learning and functioning in inclusive environments. 

WHAT IS ASSISTIVE TECHNOLOGY?

Assistive technology (AT) includes devices and services as well as training that help an individual to select and utilize a device or aid. AT devices are items, pieces of equipment or systems (both off-the-shelf and customized) used to increase, maintain or improve the functional capabilities of students with disabilities giving them access to their school, the curriculum and the community. Assistive technology services include evaluation, maintenance or repair and training for students, professionals or families. AT devices or aids include, but are not limited to, the following: 

Augmentative communication systems, including talking computers

Assistive listening devices, including hearing aids, personal FM units, closed-caption TVs and teletype machines (TDDs)

Specially adapted learning games, toys and recreation equipment

Computer-assisted instruction

Electronic tools (scanners with speech synthesizers, tape recorders, word processors)

Curriculum and textbook adaptations (e.g., audio format, large print format, Braille) Copies of overheads, transparencies and notes

Adaptation of the learning environment, such as special desks, modified learning stations, computer touch screens or different computer keyboards

Durable medical equipment  

IDEA defines assistive technology 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 individuals with disabilities."

WHEN MUST ASSISTIVE TECHNOLOGY BE CONSIDERED?

Evaluation

The student assessment/evaluation process must provide for a child to be evaluated in all areas related to the suspected disability, including (where appropriate to the needs of the child) health, vision, hearing, social and emotional status, general intelligence, academic performance, communication status and motor abilities.  Consideration of technologies should be an integral part of the assessment/evaluation process to ensure the IEP reflects each student's unique needs.  For example, in the mandatory assessment phase, evaluators should determine how technology will allow a student to communicate and access the instructional program.

SERVICE AND DELIVERY (Local Resources)

Overview of delivery systems in Florida

Delivery of assistive technology in Florida has four (4) components:

1. Assessment and coordination of services within each district

2. Staff development through assistive technology training

3. Technical assistance for problem solving

4. Access to technology through labs, loan programs and Universal Access Stations.

Local Exceptional Student Education Office

The ESE Administrator coordinates the assessment and delivery of assistive technology of ESE students within each district.  IEP development, which must document the need for any assistive technology is coordinated through this office.

Local Assistive Technology Specialist (LATS)

The LATS team is a network of professionals appointed by the District's ESE Director.  They serve as front line support for students with assistive technolgy needs.  One to three specialists in each district train, provide services, consult and provide technical assistance on assistive technology.

Regional Florida Diagnostic and Learning Resource System (FDLRS) Associate Centers

There are 19 FDLRS Associate Centers that provide diagnostic and instructional support services to district ESE programs within their region.  Of particular importance in the FDLRS centers are the technology specialists and the Solutions Labs.  The contacts train, consult, provide evaluative services, and provide technical assistance on assistive technology within their region.  In addition, they maintain a Solutions Lab for access to technology devices.

Regional Assistive Technology Educational Network (ATEN)

ATEN Centers provide assistive technology information, training, support and demonstration labs through five (5) regional centers.  Regional Center Lab Managers coordinate and maintain equipment in a demonstration lab, facilitate trainings, and perform specialized assistive technology tracking and monitoring of services.

Regional Media Centers at select schools with Universal Access Stations

Regional Media Centers in twenty-two schools provide Universal Access stations.  These stations are equipped with hardware and software that give access to technology and consequently the curriculum.  This access is helpful to a wide range of typical and ESE students.  These stations serve the Media Center in which they are located and serve as models for the development of additional stations in other media centers.

Placement

School officials must consider how assistive technology can help children with disabilities succeed in regular classrooms before looking at other placements.

Educational and Related Services

A child's need for assistive technology, aids, training and support services must be considered on a case-by-case basis in developing the student's IEP.  Further, if the participants on an IEP team, which includes parents, determine that a child requires assistive technology in order to receive an appropriate public education and designate such technology as either an educational or related service or as necessary to maintain the student in a regular classroom, the child's IEP must include a specific statement of such services.  Related services include occupational therapy, physical therapy and speech therapy.

WHAT ABOUT USE OF ASSISTIVE TECHNOLOGY IN THE HOME?

According to the U.S. Department of Education, if a child needs assistive technology for home use as part of their appropriate public education (e.g., for homework, reading books to supplement classroom instruction, etc.) as determined by the IEP team, the technology must be provided to implement the IEP.

UNDER WHAT CIRCUMSTANCES IS A PUBLIC AGENCY REQUIRED TO PERMIT A CHILD WITH A DISABILITY TO USE A SCHOOL-PURCHASED ASSISTIVE TECHNOLOGY DEVICE IN THE CHILD'S HOME OR IN ANOTHER SETTING?

Each child's IEP team must consider the child's need for assistive technology (AT) in the development of the child's IEP (Sec. 300.346(a)(2)(v)); and the nature and extent of the AT devices and services to be provided to the child must be reflected in the child's IEP (Sec. 300.346(c)). A public agency must permit a child to use school-purchased assistive technology devices at home or in other settings, if the IEP team determines that the child needs access to those devices in non-school settings in order to receive FAPE (to complete homework, for example). Any assistive technology devices that are necessary to ensure FAPE must be provided at no cost to the parents, and the parents cannot be charged for normal use, wear and tear. However, while ownership of the devices in these circumstances would remain with the public agency, State law, rather than Part B, generally would govern whether parents are liable for loss, theft, or damage due to negligence or misuse of publicly owned equipment used at home or in other settings in accordance with a child's IEP.

FURTHER INFORMATION

If you have questions or need assistance, contact:

Florida Alliance for Assistive Services and Technology (FAAST)

1020 E. Lafayette Street, Suite 110

Tallahassee, FL 32301-4546

(800) 322-7881

Florida Department of Education

Bureau of Instructional Support and Community Services

Tallahassee, FL 32399

(850) 488-1106

Technology Assistance Program (TAP)

Advocacy Center for Persons with Disabilities, Inc.

2671 Executive Center Circle West, Suite 100

Tallahassee, FL 32301-5024