The IDEA requires that the IEP team consider what, if any, assistive technology may be needed by every child with a disability. Once the IEP team has reviewed assessment results and determined that assistive technology is needed for the provision of FAPE, it is then necessary to describe the assistive technology in the child’s IEP. This may be done in a variety of ways. When it comes to determining if a child needs assistive technology devices or services, the assistive technology consideration process or review of an assistive technology screening or evaluation should guide the IEP toward clear and specific decisions and documentation about: • Whether the child needs such devices or services to accomplish his/her IEP goals and be involved and progress in the general curriculum; • Why the child does or does not need such devices or services; • What tasks within the child’s customary environment a device or service is needed for, if there is a need; and • If there is a need, what technology with what features is or may be a match for the child’s academic, developmental, and functional needs and abilities. Federal law states, Title 34 of the Code of Federal Regulations § 300.105 Assistive Technology . (a) 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 part of the child’s -- 1. Special education under § 300.36; 2. Related services under § 300.34; 3. Supplementary aids and services under §§ 300.38 and 300.114(a)(2)(ii).
(b) 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.
The development of a child’s IEP has always been guided by the consideration of several important factors. These are: • The strengths of the child; • The concerns of the parents for enhancing the education of their child; and • The results of the initial evaluation or most recent evaluation of the child. IDEA 2004 includes the above in addition to the: • Academic, developmental, and functional needs of the child.
Chapter 5 – Supports and Services, Desert/Mountain SELPA As of 10/18/19 D/M SELPA Steering Committee Approval
Page 137
Made with FlippingBook interactive PDF creator