diane beal 1
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Slide 1 I Need an iPad: FAPE Requirements for Assistive Technology Under the
IDEA and Section 504
Presented by: Diane BeallJanuary 16, 2014
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Slide 2
Definition of Assistive Technology Devices and Services under IDEA
Any item, piece of equipment, or product system Used to increase, maintain or improve the functional
capabilities of a child with a disability Provided as part of special education, related services,
or supplemental aids and services Exempts surgically implanted medical devices
(20 USC 1402(1); Ed. Code 56020.5 )
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Slide 3 AT FAPE REQUIREMENTS
LEA must ensure that AT services and devices are made available to a disabled student if required as part of the student’s special education or related services (34 CFR 300.105(a)) IEP team must consider, as part of the IEP
process, whether a disabled student requires AT devices or services (34 CFR 300.324(a)(2)(v)) Students identified as needing special
education are entitled to an individual
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Slide 4 AT FAPE REQUIREMENTS, cont.
IEP must show if IEP team determined student requires AT to receive a FAPE, and nature and amount of such services (OSEP Off. of Special Education Programs, interpretative letter (November 27, 1991), (18 IDELR 1697) School districts are generally not required to provide
the specific AT requested by parents (A.S. and W.S., etc. v. Trumbull Bd. of Education, 359 F.Supp.2d 152, 174-177 (D. Conn. 2006))
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Slide 5 AT and “Free” Issues
Letter to Cohen (OSERS 1992): LEA must provide AT devices and services at public expense
LEA may access child’s public benefits with prior informed consent and only when no loss in benefits to parents/child
LEA may access parents’ private insurance with informed prior consent, but LEA must pay parents’ out-of-pocket expenses
LEA may not deny AT where parents do not consent to access their private insurance, and provide notice to parents of same
(20 USC 1402(a)(12) and (e); 34 CFR 300.154(d)(1) and (e))
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Slide 6 Determining AT Needs: Present Levels of Academic Achievement and Functional
Performance
Need? What need?
AT for task
AT for need
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Slide 7 Assistive Technology and Educational Needs
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AcademicDelays
Executive Functioning
Communication Deficits
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Slide 8
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Vision and Hearing
Impairments
Motor and Mobility
LimitationsSocial Skills
Assistive Technology and Educational Needs, cont.
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Slide 9 Pre-evaluation AT Considerations
IEP team to consider available potential interventions Review AT currently available in the classroom to
address skill deficits and needs Determine if available AT will allow student to access
the curriculum and make progress on goals Evaluate whether there is sufficient data to determine
if available AT effective for student If not, discuss whether AT evaluation required
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Slide 10
10Consider High-tech, low-tech and non-tech options
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Slide 11 Assistive Technology Checklist
Mechanics of Writing
• Pencil/pen with adaptive grip
• Weighted pen• Slant board• Portable word
processor• Computer
Alternate Computer Access
• Modified keyboard
• Trackball/track pad
• Alternate keyboard
• Voice software
Composing Written Material
• Electronic dictionary
• Word cards/word book/word well
• Talking word processor
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Slide 12 Assistive Technology Checklist
Reading
• Use of pictures with text
• Electronic books
• Scanner with talking word processor
Math
• Talking calculator
• Calculator with large keys
• Software for math calculation
Learning/Studying
• Low tech aides to find materials
• Voice output reminders for assignments
• Software for organization
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Slide 13 Assistive Technology Checklist
Communication
• Communication board/book with pictures (PECS)
• Eye gaze board• Voice output
device
Mobility
• Walker• Grab rails• Manual
wheelchair• Powered
wheelchair
Daily Living
• Adaptive eating and drinking devices
• Adaptive dressing equipment
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Slide 14 Assistive Technology Checklist
Vision
• Large print books
• Screen magnification software
• Braille keyboard and note taker
Hearing
• Classroom amplification
• Captioning• Screen flash for
alert signals on computer
Positioning
• Blocks for feet• Adapted chair,
side lyer, stander
• Custom fitted wheelchair or insert
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Slide 15 AT Evaluations
LEA may use screenings to determine instructional strategies for accessing curriculum that involve AT, such as software programs Formal evaluation to determine individualized AT
needs must be done in 60 days inclusive of “trialing” (34 CFR 300.301(c)(1)) No federal or state regulations specify the content of
an AT assessment or qualifications of AT assessor (Clark County Sch. Dist., (2011) 112 LRP 1381)
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