Assistive Technology Service : The term “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. Such terms include: A. The evaluation of the needs of such child, including a functional evaluation of the child in the his/her customary environment; B. Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by such child; C. Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing of 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 such child, or, when appropriate, the family of such child; and F. Training or technical assistance for professionals (including individuals providing education and rehabilitation services) to employ, or otherwise substantially involved in the major life functions of such child. According to Title 34 of the Code of Federal Regulations § 300.105, each public agency must ensure that assistive technology devices or assistive technology services, or both, as those terms are defined in §§ 300.5 and 300.6, respectively, are made available to a child with a disability if required as a part of the child’s –
1. Special education under § 300.36; 2. Related services under § 300.34; or 3. Supplementary aids and services under §§ 300.38 and 300.114(a)(2)(ii).
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 a free appropriate public education (FAPE). As mandated by IDEA, IEP teams must document a child’s need for technology devices and services within the IEP. Assistive technology may be addressed in one or more components of the IEP. The need for assistive technology may be addressed in the present levels of performance, in the listing of special education and related services, and in the annual goals, benchmarks, and objectives. Assistive technology may also be addressed in the supplementary aids and services section, in the modifications required for participation in statewide and districtwide assessments, and in the modifications and supports required for school personnel. Assistive technology must always be addressed in the consideration of special factors component of the IEP.
Chapter 5 – Supports and Services, Desert/Mountain SELPA As of 10/18/19 D/M SELPA Steering Committee Approval
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