important to remember that additional information may need to be added in other sections of the IEP to clarify the types of technology that will be used, the environments and tasks in which the technology will be used, and the staff responsible for supporting the use of the technology. The following are examples of how IEP teams might address assistive technology in the SELPA form D/M 68H:
Section E – Supplementary Aids and Services Assistive technology may also be addressed in the supplementary aids and services component of the IEP. Assistive technology is often provided as a supplementary aid and service when required for a student to participate in general education classes or other education-related activities among children without disabilities. While federal law does not require that the provider of supplementary aids and services be identified specifically in the IEP, some state and local educational agency (LEA) IEP forms do request for this information. It is recommended that IEP teams identify the provider(s) during their discussions even if it’s not on the form. The following are examples of how assistive technology may be addressed in the Supplementary Aids and Supports section SELPA form D/M 68E:
Accommodations/Supports Needed for Participation in Statewide/Districtwide Assessments: The IEP team must determine the accommodations and supports that the child requires in order to participate in statewide and districtwide assessments. For some children with disabilities, assistive technology may be required accommodation.
Chapter 5 – Supports and Services, Desert/Mountain SELPA As of 10/18/19 D/M SELPA Steering Committee Approval
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