Section 2: Assistive Technology/Low Incidence Assessment for Low Incidence Equipment (LIE) Assistive Technology refers to a device or service that can be used as a tool by students with disabilities to achieve or maintain function. The IDEA and California law require that Individualized Education Program (IEP) teams consider whether students need assistive technology devices or services when developing IEPs. Assistive Technology (AT) relates to the tools required to maintain, improve, or increase functional capabilities to bridge the gap between student’s performance and the demands of the curriculum. AT devices and services are defined in the IDEA 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. • Any service that directly assists a child with a disability in the selection, acquisition, or use of an AT device. This includes evaluation; providing for the acquisition of AT equipment; selecting, designing, interventions or services with AT devices; and training or technical assistance for the child, family, and other professionals who work with the child. Low incidence disability is defined in California Education Code § 56026.5 as a severe disabling condition with an expected incidence rate of less than one percent of the total statewide enrollment in kindergarten through grade 12. For purposes of this definition, severe disabling conditions are hearing impairments, vision impairments, and severe orthopedic impairments, or any combination thereof. For purposes of this definition, vision impairments do not include disabilities within the function of vision specified in Section 56338. Pre-Referral Local Education Agency (LEA) Responsibility A. Convene an Individualized Education Program (IEP) meeting to document the team’s decision to refer the student for an Assistive Technology (AT) Assessment. B. Complete the Assistive Technology Assessment Referral form (D/M 127) and obtain the signatures of the person making the referral and the director of special education. C. Complete the Assessment Plan form (D/M 66) and obtain the parent/guardian signature. • The person making the referral should check the box that corresponds to the type of assessment(s) requested. • The parent/guardian should initial each applicable statement listed under the Parental Authorization section of form D/M 66.
Chapter 22 – Supports and Services, Charter SELPA As of 10/17/2019 D/M Charter SELPA Steering Committee Approval
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