Includes IDEA definitions for assistive technology devices and services, accessibility, their meaning and implications. Explains existing guidance for assistive technology and access. Responds to Frequently asked questions about assistive technology and access.
Definitions & Terms
Assistive technology devices, services as defines by IDEA, as well as accessibility meaning and implications as explained by the Department of Education, Office of Civil Rights.
- Assistive Technology Device
- “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” … not including “a medical device that is surgically implanted, or the replacement of such a device.” (20 U.S.C. 1401(1))
- Assistive Technology Service
- “… any service that is directly assisting an individual with a disability in the selection, acquisition, or use of an assistive technology device..." (20 U.S.C. 1401(2))
- Accessibility
- “Accessible” means that individuals with disabilities are able to independently acquire the same information, engage in the same interactions, and enjoy the same services within the same timeframe as individuals without disabilities, with substantially equivalent ease of use (from Department of Education, Office of Civil Rights settlement with University of Montana, March 2014). The person with a disability must be able to obtain the information as fully, equally and independently as a person without a disability.
Guidance
The U.S. Department of Education’s Office of Educational Technology and the Office of Special Education Programs released in January 2024 a comprehensive guidance package designed to:
- increase understanding of the Individuals with Disabilities Education Act’s (IDEA’s) assistive technology (AT) requirements
- dispel common misconceptions regarding AT
- provide examples of the use of AT devices and services for children with disabilities
- highlight the different AT requirements under Part C and Part B of IDEA.
Guidance Package includes:
Frequently Asked Questions
How to determine the need for an assistive technology evaluation?
In determining whether an assistive technology evaluation is needed, the IEP team should consider the following:
- If the student has been receiving assistive technology services
- An assistive technology reevaluation is not needed if the IEP team has already identified an assistive technology solution to address student's assistive technology needs through the assistive technology consideration process, and the following conditions are met:
- The student is already receiving assistive technology services.
- The new assistive technology recommendations were made based on the data collected during the implementation of the existing assistive technology services.
- The IEP team unanimously agrees that the newly identified solutions will meet the needs of the student.
The IEP team can document assistive technology in the IEP under Accommodations.
- If the student has not been receiving assistive technology services
- An assistive technology evaluation is required to determine the assistive technology needs and possible assistive technology services if at least one of the following conditions are met:
- The student is not currently receiving assistive technology services.
- The assistive technology solution is not known.
- An assistive technology solution is proposed, but the IEP team disagrees on whether the proposed assistive technology solution meets the student's needs.
The IEP team would be required to obtain parent consent to conduct the assistive technology evaluation.
When an assistive technology evaluation has been recommended, the team should consider the reasons for the assistive technology referral and invite the appropriate parties to the reevaluation review meeting based on the reason for the referral. Every assistive technology evaluation would not necessarily involve a school psychologist or additional assessments other than those related to assistive technology. The process, however, needs to be documented as a Reevaluation Review.
How to document assistive technology trials?
If the IEP team determines during an assistive technology evaluation that assistive technology trials are needed, then the proposed assistive technology solutions should be documented in the IEP as accommodations.
If - after examining the data collected during the proposed assistive technology trials - the IEP team finds that the trials failed to determine an assistive technology solution to meet the student's identified assistive technology needs:
- New assistive technology solutions should be proposed/trialed.
- The IEP should be amended, and the accommodations changed to reflect the new proposed assistive technology trials.
What if my student needs accommodations for testing?
A standard 'accommodation' is defined for South Carolina state assessments as a change in the testing environment, procedures, or presentation to a test that does not alter what the test measures or the comparability of scores. The purpose of accommodations is to enable students to participate in an assessment in a way that allows knowledge and skills to be assessed rather than disabilities.
Any accommodation used for instruction and assessment must be documented in the IEP or 504 plan.
- Accommodations must be consistent with those used routinely in classroom instruction and assessment throughout the school year.
- Some instructional accommodations may not be used on the state assessment as they may compromise the validity of the assessment.
To learn more, please visit testing accommodations and customized forms, and the Testing Students with Disabilities page.
Professional Learning Opportunities
2024 SC Assistive Technology Leadership Conference
Date: October 24, 2024
Time: 8:30 a.m. – 3:00 p.m.
Location: SC Department of Archives and History (8301 Parklane Rd., Columbia, SC 29223)
Cost: Free
Registration: Participants must register to attend.
About the Conference
The SC Assistive Technology Leadership Conference is designed to provide resources, networking and support to South Carolina school district assistive technology leaders and teams and other state agencies. Join us for a day filled with opportunities to collaborate, share, and expand your knowledge of assistive technology best practices. Attendees will explore strategies to help lead the way to excellence in assistive technology services. Participants will receive information about the latest federal guidance on assistive technology and valuable resources for school district assistive technology teams.
- Explore the latest federal assistive technology guidance for district teams
- Network with assistive technology teams from other school districts across South Carolina
- Learn what is working well for other practitioners
- Tell us how we can support you in the coming year!
Agenda
- 8:30-9:00 - Sign-in
- 9:00-9:30 - Welcome/Housekeeping
- 9:30-10:30 - Session 1: Overview of Federal Assistive Technology Guidance - Mia Laudato, Senior Technical Assistant, MSED Co-Project Director for CITES
- 10:30-10:45 - Group Breakout Session
- 10:45-10:55 - Break
- 10:55-11:55 - Session 2: Overview of Digital Accessibility requirements and best practices - Courtney Leach, CPACC, District Accessibility Coordinator, SC Department of Education
- 11:55-12:10 - Group Breakout Session
- 12:10-1:30 - Lunch
- 1:30-2:30 - Session 3: Myths about Assistive Technology – Workgroup Facilitator: Kirsta von Hellens, OTD, M. Ed., OTR/L, ATP, Assistive Technology Specialist, Berkley County School District
- 2:30-2:45 - Large Group Discussion - Take Aways
- 2:45-3:00 - Closing Announcements/Door Prizes
