What does the IDEA say about Assistive Technology for Students with Disabilities?

The IEP Team shall…consider whether the child requires assistive technology devices and services. (Sec. 614(d)(3)(B)(v))

The 1997 amendments to the Individuals with Disabilities Education Act (IDEA) recognize the importance of assistive technology for students with disabilities by requiring, for the first time, that assistive technology devices and services be considered in the development of every child’s Individualized Education Program (IEP).

IDEA defines an assistive technology device as 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, and an assistive technology service as any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. Assistive technology devices range from the simplest, everyday tools to the most high-tech technology innovations. These devices can help increase the independence of students with disabilities, as well as help students master basic skills and meet the same academic standards as their nondisabled peers. It is the responsibility of the IEP team to make the necessary decisions regarding services for children with disabilities that are consistent with IDEA ’97. Decisions about whether a child requires assistive technology devices or services are no exception to this rule.

In addition, at the discretion of the parents or the agency, any other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate, may be invited to join the team. This may include a specialist in assistive technology. Such an expert may be called in to perform an assistive technology assessment with the child, provide information regarding the availability, use, and the cost of an assistive technology device or service, and assist in developing goals for the child’s IEP. The Resource Guide included in these materials provides additional information about where to locate information about assistive technology, including where to find specialists in assistive technology.Under the IDEA, the IEP team must include the following individuals: the parents of the child; at least one regular education teacher of the child (if the child is, or may be, participating in the general education environment); at least one special education teacher of the child or, if appropriate, at least one special education provider of the child; a representative of the public agency who is qualified to provide, or supervise the provision of, specially designed instruction to meet the individual needs of children with disabilities; is knowledgeable about the general education curriculum; and is knowledgeable about the availability of resources of the public agency; an individual who can interpret the instructional implications of evaluation results, who may be a member of the team described above; and if appropriate, the child.