Policy – Category 5000 (Students) BP 5005 – Supports and Services
5.1 Kinds of Assistive Technology and Services that 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 children with disabilities. IEP teams will therefore need to balance the degree of technology assistance with the child’s learning potential, motivation, chronological developmental level, and goals/objectives, which include, but are not limited to: A. Low-Tech: Equipment and other supports readily available in schools, including off the shelf items to accommodate the needs of children, which can be provided by general and special education through the SST/IEP processes (e.g., calculators, tape recorder, pencil grip, and larger pencils). B. High-Tech: Supports children who may need more specialized equipment and support services beyond basic assistive technology, often children with low incidence and/or significant/severe disabilities, which 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). 5.2 Process for Considering Whether the Child Requires Assistive Technology and Services Assistive technology is as much a process as it is a product. 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 needs of the child change and as the technology continues to change. The need for assistive technology should therefore be an integral part of a comprehensive assessment for a child with a disability in all areas related to his/her disabilities, as appropriate, and must be considered by the IEP team, based upon each child’s identified areas of need. It is important to use a collaborative school-based team approach in education settings for assessment, planning, and provision of needed assistive technology, which includes individuals who are knowledgeable about the child’s areas of need and relative strengths in the area of assistive technology. The Wisconsin Assistive Technology Initiative (WATI) developed a “checklist” of additional examples of assistive technology which may be needed by children with disabilities. It is also important to consider and use the technology purchased with state and federal technology funds for all children (e.g., computers, basic software), and to
BP 5005 – Supports and Services
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Desert Mountain Charter Special Education Local Plan Area (DMCS) (rev. 10/19)
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