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- What is Assistive Technology?
People use assistive technology to achieve greater independence and to enhance the quality of their lives. Assistive technology includes both devices and services. It may also be called, "adaptive" technology or "aids" for independent living. Devices include any item or piece of equipment used to maintain or improve the functional capabilities of a person with a disability, including aids for daily living, wheelchairs, computers, assistive listening devices, magnification systems, and communication devices. Services are supports provided to people with disabilities or their caregivers to help them select, acquire, or use assistive technology devices. Services also include functional evaluations, training on or demonstration of devices, and purchasing or leasing devices.
- Does My Child Have a Right to Assitive Technology?
If your child is eligible for special education, then the answer is "yes" if the assistive technology is necessary to achieve a "free and appropriate public education." Federal regulation, 34 C.F.R300.3085, states that "Each public agency shall ensure that assistive technology devices or assistive technology services or both ... are made available to a child with a disability if required as part of the child's (a) special education ... (b) related services ... or (c) supplementary aids and services..." The Washington State regulation (WAC 392-172075) similarly states that "each public agency shall ensure that assistive technology devices or ... services or both shall be made available to a special education student if required as part of the student's Individualized Education Program." These are strong mandates which you should memorize and use to advocate for the inclusion of assistive technology in your child's IEP.
- What if a Student with a Disability Does Not Qualify for Special Education Services?
Your student may still be entitled to assistive technology if that technology is needed to ensure equal access to education and related services (including extracurricular activities) as required by Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA).
- What kinds of devices do the schools have to provide?
Both the State and Federal special education laws define assistive technology broadly to include a range of devices (from "off the shelf' to customized) and services. The inclusion of services" is very important. Such services can include evaluation and training for both school staff and family members. Such training is often the key to successful use of the assistive technology.
- How do I know what kind of Assistive Technology my child needs?
Get an evaluation from a competent professional. If your school district does not have a competent professional, ask for an independent evaluation from the OSPI's Special Education Technical Center in Ellensburg (or satellite in Tacoma) or another experienced AT evaluator. There are many, many devices available. Be open-minded. Don't assume that there is only one appropriate solution for your child and/or that only the most expensive device will do. Sometimes, the most expensive device is the best match to meet your child's needs. But sometimes, such devices are complicated and frustrating for the child (meaning a total turn-off from technology). A progressive approach is often the most effective e.g., where the child "works up" from simple to more complex technology.
- Can my child bring the device home?
Yes. If it is necessary to achieve a free and appropriate education as, for example, when the device is needed at home for homework and/or additional and supplementary training.
- Does the school have to pay for any device - no matter how expensive?
Not necessarily. The school is not required to buy the "Cadillac' of assistive technology if a "Volkswagen" will work to achieve a free and appropriate education. Also, the school's obligation is to "provide" assistive technology. The school can seek funding for technology from outside sources but it cannot ask you to contribute. If the device is paid for by the school district, the district maintains ownership of it.
- What will happen to the child's assistive technology when one graduates or leaves the district for another reason?
Because the district owns the equipment, the district keeps it unless you can convince the district to sell it to you, or the next program, at its depreciated value! Planning for your child's transition to post-secondary education (college or vocational training) is also a critical process. To help ensure a successful transition after high school, planning should begin by the time the student is 16. And remember to consider what assistive technology the child will continue to need in the higher education setting.
- What is a college or vocational school's obligation to provide accommodations or assistive technology?
In higher education, there is no requirement that the college provide a free and appropriate public education. However, the college must provide reasonable accommodations, including auxiliary aids and services as necessary to provide equal access to its services in as integrated a setting as possible.
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