Section D – Assistive Technology Assistive technology needs must be considered for each individual with a disability. Amendments to the Individuals with Disabilities Education Act (IDEA) 2004 require the IEP team to consider whether the child requires assistive technology and services (IDEA; Title 20 of the United States Code, section 1414(d)(3)(B)(v)). Assistive technology and services is defined in federal law as follows: Assistive Technology Device: The term “assistive technology device” means 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. The term does not include a medical device that is surgically implanted, or the replacement of such device. 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: • The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child’s customary environment. • Purchasing, leasing or otherwise providing for the acquisition of assistive technology devices by children with disabilities. • Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing of assistive technology devices. • 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. 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 learning 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
Chapter 5 – Supports and Services, Desert/Mountain SELPA As of 10/18/19 D/M SELPA Steering Committee Approval
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