You don’t say if your child is currently receiving special education services and has an Individualized Education Program (IEP). If he does have an IEP you should request a meeting of his IEP team to discuss his instructional and assistive technology needs. School districts are required to provide the assistive technology (AT) devices and services that students with disabilities need to access the curriculum. In order to support the inclusion and participation of students with disabilities in regular education classrooms, the IEP must indicate that AT has been considered "to provide meaningful access to the general curriculum", Individuals with Disabilities Education Act of 1997 (IDEA, 1997). There have been several clarifications from the Office of Special Education and Rehabilitative Services (OSERS) on the use of AT by students with disabilities. These include:

-AT must be provided by the school district at no cost to the family.

-AT must be determined on a case-by-case basis; it is required if needed to ensure access to free and appropriate public education (FAPE).

-If the IEP team determines that AT is needed for home use to ensure FAPE, it must be provided

-The student's IEP must reflect the nature of the AT and amount of supportive AT services required.

-A parent is accorded an extensive set of procedural safeguards, including the provision of AT to the child.

Keep in mind that AT is any item that is used to increase, maintain, or improve functional capabilities of a child with a disability. For some students with disabilities, AT may be the only way that access to the general curriculum can be ensured!

If your child is found to have a disability but is not eligible for special education he still may obtain assistive technology devices and services if he qualifies for services under Section 504 of the Rehabilitation Act of 1973. This legislation prohibits discrimination against individuals with disabilities participating in programs and activities receiving federal financial assistance, including public schools.

Your school district has a 504 Coordinator who will know about “504 Plans”. Students who are eligible for Section 504 services have a physical or mental impairment that substantially limits one or more of their major life activities. Students who receive special education services are automatically qualified for Section 504. This federal legislation guarantees students with disabilities access to the full range of school programs, activities, and services. School districts must implement procedures to ensure that students with disabilities have access to the full range of programs, activities and services. The required documentation is referred to as a 504 Plan and it should describe all necessary accommodations including changes in environment, teaching methods, testing strategies or materials.. For example, a 504 plan could describe changes in time requirements and testing accommodations and/or AT devices and services to student needs to access the curriculum or demonstrate skills and knowledge.

I am sure the education staff in your school district will know about these requirements. I have include an article from the Pennsylvania Assistive Technology Initiative, Helpful Hints for Getting Assistive Technology Devices and Services through Your School District. See Resource Section at end of article for additional web links.

IF you have more questions, use the email link to contact me. Submit A Question

 

Helpful Hints for Getting Assistive Technology Devices and Services

through Your School District

1. If you think your school-aged child has a disability and needs assistive technology devices and services, initiate special education services, including assistive technology, by sending a written request for an evaluation to the principal of your child 's school. Request an evaluation if you believe your child's assistive technology needs have not been met. State why you think an assistive technology evaluation may be helpful, e.g. how assistive technology may help your child reach his/her educational goals. Obtain as much information as possible about the assistive technology you are requesting so that you will be prepared to discuss the options with school officials.
   
2. Make regular contacts with school staff to get updates regarding the status of the request for assistive technology devices and services (including evaluations).
   
3. Keep track of time lines. Initial evaluations must be completed within 45 school days of your written request. An Individualized Education Program (IEP) team meeting must be held 30 days after the evaluation report is written to develop an appropriate IEP. The IEP is a written plan which must include goals, objectives, the type of special help your child will receive, and how your child's progress will be measured. The IEP must be implemented within 10 days of being signed.
   
4. Make sure all your child's assistive technology needs, both equipment and related services, are stated in the IEP. Include student, teacher, and parent training, if it is needed.
   
5. Make sure that the IEP reflects for what, where, and when the assistive technology will be used (e.g. at home; during the summer; for all written assignments, reports).
   
6. Find out how staff will be trained to use the assistive technology, and identify who will provide needed supports.
   
7. Find out who will be responsible for maintenance of the device(s) if repair is needed. In the event of breakdown, what "back up" technology will be provided?
   
8. Follow-up face-to-face meetings and telephone conversations with written correspondence summarizing your understanding of decisions that were made or information that was conveyed. If you make several attempts to contact school staff by phone, and calls are not returned, send a letter to school staff stating that you have called, and request that the staff person contact you. Suggest times that you will be available. Request a response by a certain date.
   
9. Maintain dated records of all contacts and discussions with school staff; a notebook or file specifically for "Education" is useful. Keep copies of all correspondence (in chronological order) to and from school staff. Keep copies of the IEP, amendment s , and other forms.
   
10. If you need assistance in understanding written materials, request that school staff verbally review these materials with you (e.g. correspondence, your rights, Individualized Education Program [IEP] and amendments).

And did you know...

-your local school district is responsible for providing evaluations, including assistive technology assessments, at no cost to you;

-you may request a meeting of your child’s IEP team to discuss changes or additions to his IEP;

-you have a right to request a hearing if you and school officials cannot agree on the IEP, or if you disagree with any portion of the IEP; or if the IEP is not working well for your child;

-children with disabilities who are not eligible for special education may obtain assistive technology devices and services under Section 504 of the Rehabilitation Act of 1973.

Excerpted from article at http://www.kidstogether.org/at_help.htm
Pennsylvania's Initiative on Assistive Technology (PIAT) is funded under Public Law 103-218 by a grant from the National Institute on Disability and Rehabilitation Research U.S. Department of Education #H224A20006-95

WEB RESOURCES RELATED TO THIS TOPIC:

Assistive Technology and IDEA: defines AT as both a device and a service (http://atto.buffalo.edu/registered/ATBasics/Foundation/intro/introATidea.php).

For a list of typical accommodations that might be include in a student’s 504 Plan go to http://atto.buffalo.edu/registered/ATBasics/Foundation/Laws/AccomList.pdf

The Council for Exceptional Children (CEC) provides a summary of the Assistive Technology Act of 1998: http://www.cec.sped.org/pp/s2432.html