Policy – Category 5000 (Students)
BP 5005 – Supports and Services
➢ Coordinating and using other therapies, interventions or services, with assistive technology devices such as those associated with existing education and rehabilitation plans and programs.
➢ Training or technical assistance or a child with a disability or, if appropriate, that child’s family; and
➢ Training or technical assistance for professionals (including individuals providing education or rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of that child.
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 students with disabilities. IEP teams will therefore need to balance the degree of technology assistance with the student’s learnin g potential, motivation, chronological developmental level and goals/objectives, which include, but are not limited to: 1. Low-Tech: Equipment and other supports readily available in schools, including off-the-shelf items to accommodate the needs of students, which can be provided by general/special education through the Student Study Team (SST)/IEP processes (e.g., calculators, tape recorder, pencil grip, and larger pencils). 2. High-Tech: Supports students who may need more specialized equipment and support services beyond basic assistive technology, often students 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 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 student change and as technology continues to change. The need for assistive technology should therefore be an integral part of a comprehensive assessment for
BP 5005 – Supports and Services
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Desert Mountain Special Education Local Plan Area (DMSELPA) (rev. 10/19)
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