In my new journey, I have come to a better understanding of what is Assistive Technology (AT). What used to be a check mark on an IEP form, as taken a life of its’ own. Had I known then what I know now…
Whenever I heard the term “technology” I always associated it with a computer-like devise or some other type of contraption, usually expensive and of complicated nature, and mostly used to aid individuals with severe disabilities. Therefore, in my work with students with learning and/or emotional disabilities, I very seldom considered AT alternatives. I have come to realize that AT is, indeed, a very broad term. IDEA defines “assistive technology devise” as “any item, piece of equipment, or product system…..that is used to increase, maintain, or improve the functional capabilities of a child with a disability”. It is clear to see that the possibilities are endless. It can be something as simple as a pencil grip or as complicated as a “bionic extremity”.
http://www.ed.gov/offices/OSERS/Policy/IDEA/the_law.html
With the “Tech Act” and its implementation within IDEA, states became responsible for making programs “equally available to all individuals with disabilities” as well as “equally accessible” regardless of age, SES, type of disability or type of need. Furthermore, access must be provided in a timely manner.
Although federal regulations provide no guidance as to the consideration of AT within the special education field, and because teachers are usually unfamiliar with this requisite, it is important that the IEP team consider enlisting the collaboration of a knowledgeable member. Most school districts have on staff someone that is capable of aiding in the decision making process. However, those who work closely with the child (including parents) are usually more apt to consider more practical, less expensive suggestions if they are familiar with AT themselves. It is also essential to keep in mind that AT in itself is not a guaranty of academic success.
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