Assistive technology can help students and teachers by aiding in
meeting IEP goals and ensuring each child is educated
in the least-possible restricting environment. Assistive
technology devices can include a wide range of equipment.
These can range from as simple as a pencil grip or as complex
as a voice-activated computer. Educators must consider
assistive technology devices and services for all children with an
Individualized Education Program (IEP), and provide this
technology to students who require it under the Individuals with
Disabilities Education Act.



 

The Individuals with Disabilities Education Act defines assistive technology in the following ways:

1. "The term 'assistive technology device' means any item, piece of equipment or product system, whether acquired commercially, modified or customized that is used to increase, maintain, or improve functional capabilities of a child with a disability."
2. "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.

• The evaluation of the needs of such child, 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 such a child;
• 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 the existing education and rehabilitation plans and programs
• Training or technical assistance for such child - or where appropriate, the family of such child
• Training or technical assistance for professionals (including individuals providing education and rehabilitation services), employers or other individuals who provide service to, employ or are otherwise substantially involved in the major functions of such a child.