Paper Number: FY 2004-11
February 2004
Technical Assistance Paper
11822
Assistive Technology for Students with Disabilities
ÒFor
Americans without disabilities, technology makes things easier
.
For Americans with disabilities, technology makes things possible.”
National Council on Disability
Overview
The end of the 20th century brought with it the combination of great technological advances and
federal legislation designed to protect and enhance the lives of persons with disabilities in our
country. Technology, at times a barrier to persons with disabilities, has become a tool for
inclusion, independence, self-determination, improved opportunities, and greater quality of life.
With the recognition of this potential for empowerment, legislation now guarantees access to
technology for students to realize their full potential. New challenges come with these
opportunities.
Challenges include determining what is meant by assistive technology and services,
understanding the federal mandates, learning how to make sound decisions regarding selection,
acquisition and use of assistive technology, and knowing where to gain access to resources.
The purpose of this technical assistance paper (TAP) is to provide educators and families with
the necessary information to make decisions regarding selection, acquisition, and use of assistive
technology for students with disabilities. It is organized into sections that include the definition
of assistive technology and services, federal mandates, questions and answers, frequently used
acronyms, definitions and terminology, resources, and references.
Definition of Assistive Technology and Services
Two excerpts from the Individuals with Disabilities Education Act define “assistive technology
and services.”
§ 300.5 Assistive technology device
As used in this part,
assistive technology device
means 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 the functional capabilities of children with
disabilities. (Code of Federal Regulations [CFR], 34 CFR § 300.5)
REFER
TO:
TECHNICAL ASSISTANCE PAPERS
APs) are produced periodically by
the Bureau of Instructional Support and Community Services to present
discussion of current topics. The TAPs may be used for inservice sessions,
technical assistance visits, parent organization meetings, or interdisciplinary
discussion groups. Topics are identified by state steering committees, district
personnel, and individuals, or from program compliance monitoring.
BUREAU OF INSTRUCTIONAL SUPPORT AND COMMUNITY SERVICES
Karen Morris
325 West Gaines Street, Room 614
Tallahassee, FL 32399-0400
karen.morris@fldoe.org
850/245-0478
SC 205-0478
Jim Horne, Commissioner
QUESTIONS
(T
1
§ 300.6 Assistive technology service
As used in this part,
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 term includes—
(a) The evaluation of the needs of a child with a disability, including a functional
evaluation of the child in the child’
s customary environment;
(b) Purchasing, leasing, or otherwise providing for the acquisition of assistive technology
devices by children with disabilities;
(c) Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing,
or replacing assistive technology devices;
(d) Coordinating and using other therapies, interventions, or services with assistive
technology devices, such as those associated with existing education and
rehabilitation plans and programs;
(e) Training or technical assistance for a child with a disability, or if appropriate, that
child’
s family; and
(f)?Training or technical assistance for professionals (including individuals providing
education or rehabilitation services), employers, or other individuals who provide
services to, employ, or are otherwise substantially involved in the major life functions
of that child. (Code of Federal Regulations [CFR], 34 CFR § 300.6)
Federal Mandates
The Individuals with Disabilities Education Act (IDEA) is the federal law that supports special
education and related services for students with disabilities. Based on Public Law (P.L.) 94-142
(Education of All Handicapped Children Act) originally enacted in 1975, this legislation
guarantees students with disabilities access to free appropriate public education (FAPE) and
establishes special education and related services for these students. The law also establishes the
requirement for an individual educational plan (IEP). IDEA has been amended several times,
most recently in 1997, with regulations issued in 1999.
P.L. 94-142 was first amended by P.L. 99-457 of 1986, authorizing funding to states that created
an early intervention program that would support FAPE for infants and toddlers with disabilities
ages 3 to 5. In 1990, the amendment (P.L. 101-476) became IDEA, and significant advances
were made in relation to provisions of assistive technology.
Advances in the development and use of assistive technology have provided new
opportunities for children with disabilities to participate in educational programs. For
many students with disabilities, the provision of assistive technology devices and services
will redefine an appropriate placement in a least restrictive environment and allow greater
independence and productivity.*
IDEA now includes a definition of assistive technology and services based on P.L. 100-407, the
Technology-Related Assistance for Individuals with Disabilities Act of 1988 (Tech Act). The
definition includes a specific requirement that schools provide assistive technology, if needed,
for access to Free Appropriate Public Education (FAPE) as part of special education, related
services, or supplementary aids and services.
*Report of the Harris Commission on Education and Labor in regard to PL 101-476, 1990.
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It was with the 1997 reauthorization of IDEA that a requirement was established that assistive
technology must be considered as one of a number of special factors when developing an IEP.
This important emphasis was based on the recognition of the role that assistive technology and
services can play in enabling students with disabilities to access the general education
curriculum.
IDEA, its final regulations, and relevant Office of Special Education Programs (OSEP) policy
letters have provided the foundation for ensuring access to assistive technology to achieve FAPE
in the least restrictive environment (LRE).
In addition to IDEA, there are other federal laws that support the use of assistive technology in
assuring equal educational opportunities for students with disabilities. Section 504 of the
Rehabilitation Act of 1973 (34 CFR Part 104) was designed to eliminate discrimination on the
basis of disability* in any program or activity receiving federal financial assistance. This law
requires that public elementary and secondary educational institutions provide a FAPE to each
qualified student with a disability in its jurisdiction, regardless of the nature or severity of the
person’
s disability. The institution is required to make such modifications to its academic
requirements as are necessary to ensure that the institution’
s requirements do not discriminate on
the basis of disability against a qualified person with a disability. Modifications do not have to be
made if it can be demonstrated that the academic requirement in question is
essential to the
program of instruction
. Modifications may include changes in the length of time allowed for
completion, substitution of a specific course, and adaptation of the manner in which a specific
course is conducted. In addition, the educational institution must take such steps as are necessary
to ensure that no student with a disability is denied the benefits of, excluded from participation
in, or otherwise subjected to discrimination under the education program or activity operated by
the institution because of the absence of educational auxiliary aids. Auxiliary aids may include
taped texts, interpreters, other methods of making orally delivered materials available for
students with hearing impairments, readers for students with visual impairments, classroom
equipment adapted for use by students with manual impairments, and other similar services or
actions. Section 504 provides civil rights protections for persons meeting the definition of a
qualified person with a disability as defined by Section 504. This is a broader definition than that
applied under IDEA; however, for the most part, students meeting the definitions for services
under IDEA will also meet the requirements for civil rights protections under Section 504.
The Americans with Disabilities Act (ADA) of 1990 prohibits discrimination based on disability
by private employers, state and local governments, mass transit agencies, and public
accommodations. This landmark civil rights law provides a clear and comprehensive national
mandate for the elimination of discrimination against individuals with disabilities. Two of the
five titles have specific requirements for public educational institutions.
Title I covers all aspects of employment, including the application process and hiring; medical
examinations and records; the work environment; on-the-job-training; advancement; and wages
and benefits, including insurance and employer-sponsored activities. A discussion of these
requirements is not included in this document.
*The more current term disability has been substituted for the term handicap.
The definition for the term
3
remains the same.
Title II of the ADA prohibits state and local governments from discriminating against people
with disabilities in their programs and activities. Title II requires that program accessibility be
provided in existing facilities, while new and altered facilities must be readily accessible to and
usable by people with disabilities. All programs and activities of all state and local governments
are covered by Title II, and unlike Section 504 of the Rehabilitation Act, ADA applies regardless
of whether a public entity receives federal assistance. Much of the language in the ADA is based
on Section 504; both laws stress the concept of equal opportunity, not merely equal treatment, to
eliminate discrimination. To achieve this result, both laws require educational institutions to
make special accommodations or modifications in their policies and practices that will allow
people with disabilities to have the same opportunities as persons who are nondisabled. Section
504 was not repealed or replaced with the enactment of ADA. This is reflected in the ADA
statute and in the Justice Department rules, which provide that Title II will not be construed to
apply a lesser standard than the standards applied to Section 504 of the Rehabilitation Act.
The Tech Act, most recently amended in 1998 and renamed the Assistive Technology Act (P.L.
105-394), provides financial assistance to states to assist them in developing and implementing a
consumer responsive, statewide program to promote awareness, advocacy, and access to assistive
technology and services for individuals with disabilities of all ages.
The Workforce Investment Act of 1998, which became effective in 2001, reauthorized Section
508 of the Rehabilitation Act of 1973. This legislation mandates that federal agencies (including
schools) must ensure all technology that is procured, developed, maintained, and used be
accessible to employees and the public, including all persons with disabilities. This goes beyond
access to assistive technology and into the realm of universal accessibility for all technologies.
Questions and Answers
IEP Considerations
1. What does “consideration of assistive technology” mean?
IDEA specifies a number of special factors that must be considered related to each student.
Assistive technology is one of these special factors. One good way to look at this is for the IEP
team to ask, “What is it we want this student to do that he/she isn’
t able to do because of his/her
disability? Would assistive technology enable this student to meet the goal?” Keep in mind, this
is an ongoing process.
2. Where should assistive technology be documented on the IEP?
Assistive technology may be documented in the following sections of the IEP: measurable
annual goals, including benchmarks or short-term objectives; special education; related services;
supplementary aids and services; or accommodations for state- and district-wide assessments.
The needs of the student should determine the appropriate location for documenting assistive
technology on the IEP.
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3.? In what way is assistive technology included in a measurable annual goal including
benchmarks or short-term objectives?
Assistive technology can be a means for a student to achieve a measurable annual goal including
benchmarks or short-term objectives, so the IEP should reflect the use of assistive technology to
perform a specific task. For example, “Using an adaptive keyboard and word processor with
spell check and word prediction, Michael will complete written assignments in English and
social studies with 80% accuracy in spelling, punctuation, and grammar.”
4. How is assistive technology included as a related service?
Under IDEA, related services are provided which enable a student with disabilities to benefit
from a special or general curriculum. If a student with disabilities needs assistive technology to
access the curriculum, it can be written into the IEP as a related service.
5. What role does assistive technology play in providing an LRE placement?
IDEA has been clear in recognizing the important role of assistive technology in implementing
the LRE requirement that students be educated in the LRE to the maximum extent appropriate.
When an assistive technology device or service is provided to help the student to be educated in
the LRE, assistive technology can appear in the IEP under supplementary aids and services or
program modifications.
Selecting Assistive Technology
6. Who decides what is the right assistive technology for a student?
Once the IEP team determines the student’
s educational goals, the role and type of assistive
technology can be determined. The IEP team should include an individual knowledgeable about
assistive technology. In Florida, the local assistive technology specialist (LATS) or an outside
professional can be brought in to conduct an evaluation of the student’
s needs.
7. When does assessment for assistive technology take place?
In the ideal situation, assistive technology (AT) is considered during the initial comprehensive
evaluation. During this evaluation, current or future need for assistive technology should be
documented and followed up by the LATS and IEP team.
Most often the need for assistive technology is noted by the teacher and referred to the LATS.
The LATS will assess the appropriateness of an AT device based on equipment trials and
observations and/or ongoing classroom assessment. IDEA does not require parental consent for
this type of observation and ongoing assessment, but best practice dictates that if it is likely that a
device will be selected, the parents should be informed as part of this process.
5
If deemed necessary by the LATS and IEP team, a more formal AT evaluation may occur after
the initial comprehensive evaluation. This formal evaluation may include a variety of sensory,
language, physical, and cognitive measures and be performed by an interdisciplinary team. This
procedure would need parental consent.
8. What is the role of parents in choosing assistive technology for their child?
Parents are equal members of the IEP team and are involved in decisions related to assistive
technology. Having the parents’
involvement in the choice of and training on the device can play
a key role in its successful use, whether at home or at school.
9. What is the regular education teacher’s role in this process?
If the student is or may be participating in the regular educational environment, the IEP team
must include at least one regular education teacher. This teacher assists in determining the need
for supplementary aids and services, appropriate accommodations, and supports for school
personnel needed to implement the IEP.
10. Who will pay for assistive technology for a student who is not served in exceptional
student education and needs assistive technology?
If a student not receiving special education services requires assistive technology to fully
participate in school activities, services defined by Section 504 of the Rehabilitation Act may be
appropriate. In that case, the school would use funds other than IDEA to provide the device, any
training needed to use the device, and any repairs and/or maintenance.
11. Is the school district responsible for buying wheelchairs or hearing aids for students?
Items such as wheelchairs, hearing aids, and eyeglasses may be considered to be assistive
technology. As such, these and other personally prescribed devices must be provided if they are a
related service required to receive FAPE
.
However, this would typically apply on a limited basis
and under unique circumstances since these items generally meet a medical need required
outside the educational environment. More commonly provided personal use devices might
include communication devices or text readers if they are used exclusively by and/or
programmed for an individual student as specified on the IEP.
12. What if the parents disagree with the school district about what is the right assistive
technology for their child?
IDEA ensures parents due process. If the parents disagree with the assistive technology
evaluation, they may request an independent evaluation at public expense. The district can
initiate a hearing to demonstrate the appropriateness of its evaluation. If the school district’
s
evaluation is found appropriate, the parents may still pursue an independent evaluation at their
own cost.
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Funding of Assistive Technology
13. Who pays for assistive technology for students attending private school?
The answer to this question depends on the specific situation as follows:
a.)?Student(s) with disabilities who have been placed in private schools by their parents do
not have an individual right to receive some or all of the special education and related
services that the student would receive if enrolled in a public school. However, under the
requirements of the Individuals with Disabilities Education Act (34 CFR 300.452), school
districts must make some provisions for offering services to students with disabilities
enrolled in private school. The school district is required to spend an amount equal to a
proportionate amount of federal funds made available to the district under Part B of
IDEA. Through meaningful consultation with private schools, decisions are made
regarding which students will be served and what services will be provided to students
enrolled in private school. If it has been determined that a district will provide services to
students with disabilities who attend a specific private school
and
assistive technology is
a service the district has agreed to provide, then this decision would be recorded on the
student’
s services plan, and the district would provide the service.
b.)?If student(s) are placed in a private school by parental choice through accessing a McKay
Scholarship, again there is no individual right to special education and related services.
The private school is responsible for providing all services, such as assistive technology.
It is up to the parent to negotiate with the private school for any special education and
related services that are to be provided. (See [a.] above.)
c.)?If student(s) were placed in a private school by parental choice through accessing an
Opportunity Scholarship, the provision of assistive technology would again be subject to
the content of the agreement reached between the school district and the private school.
(See [a].)
d.)?If the district places student(s) in a private school through the provision of Rule 6A-
6.0361, FAC, “Contractual Arrangements with Nonpublic Schools” and the IEP team
determines that assistive technology is a need for the student, then the district would have
an obligation to provide this service.
14. Can a school district decline assistive technology services and equipment because of
lack of funds?
No. While cost may be a factor in providing FAPE, it cannot be the controlling factor,
particularly when choosing assistive technology. The only time cost can be a consideration is
when considering two equal alternatives. Not including assistive technology costs in the district
technology budget does not relieve school districts of their obligations to make FAPE available.
7
15. Can the family be required to use their private insurance to cover the cost of assistive
technology?
No. The family cannot be required to use private insurance or to incur financial responsibility. If
the family chooses, they may use their private insurance. The use of private insurance may
include co-pay or deductible, annual or lifetime cap, or frequency of coverage restriction for an
item. While the school district may pay the costs for the deductible or co-pay, for example, they
also have the responsibility to inform parents of the implications. If a parent does not give
consent, provision of special education and related services remains the obligation of the school
district.
16. Can Medicaid be used to pay for the cost of assistive technology?
Yes. Medicaid will pay for certain equipment through the Medicaid Durable Medical Equipment
(DME) Supply Services program. Equipment covered under the DME program includes items
such as wheelchairs and augmentative and alternative communication (AAC) devices. Some
therapy services related to wheelchairs and AACs, such as AAC evaluations and training, are
covered by Medicaid. These therapy services can be provided by therapists who are enrolled in
Medicaid as individual treating providers or through therapists employed by enrolled school
districts. Medicaid will reimburse only for systems and services that are deemed medically
necessary.
17. Can the parents choose to purchase a device for the child to use? Does the school have
any responsibility for it in this situation?
Yes. The parents may purchase a device for their child to use at school. If this device is identified
on the IEP, the school district “shall be responsible for such a device [a device that is part of the
student’
s IEP and is provided by the parents] if the utilization of the device is noted in the
student’
s IEP as a supplemental aid.” Additionally, school districts have a responsibility to
assure delivery of all devices and services needed for FAPE, even if external funding is used.
Implementing Assistive Technology
18. How do teachers learn to operate assistive technology devices for students in their
classrooms?
One of the barriers to assistive technology success includes a lack of knowledge and training of
classroom teachers. If training of school personnel is necessary to assist the student’
s access to
the device, training should be specified in the IEP so the assistive technology specialist can
provide this support or refer the teacher to appropriate training sources. Training is available
from district assistive technology specialists and/or technology specialists at regional Florida
Diagnostic and Learning Resources System (FDLRS) centers.
8
19. What if the student does not use the assistive technology device after it has been
purchased?
The reason for technology not being used is often lack of environmental support resulting from
inadequate training of parents, teachers, peers, or the student. This results in a lack of conviction
that the technology can be useful, a failure to provide adequate support time and techniques, and
consequently difficulty in achieving positive results. Other reasons are inappropriate technology
selection or a change in a student’
s technology needs. If the reason the technology is not being
used cannot be corrected, and if the technology is purchased by the school district, the
equipment can be transfered to another student, another program, or sold at a fair market value. A
new evaluation should determine an alternative plan and any alternative technology should be
acquired through a loan, rental, or lease program until its usefulness is determined.
Transfer of Assistive Technology
20. Can a student take an assistive technology device home?
Yes; however, this is determined on an individual basis and specified on the IEP. If the student
requires assistive technology to complete homework assignments or practice skills that require
the device, it should be written into the IEP. Not all assistive technology may be required for
home use.
21. Can a student use the assistive technology device over the summer?
Yes, when determined on an individual basis and specified on the IEP that the student requires
the use of the device over the summer. Whether assistive technology is considered as special
education or a related service, it can be provided as extended school year (ESY) program
services if included in the IEP.
22. Is the parent responsible if the device is lost?
No. When assistive technology is specified on the student’
s IEP, the family cannot be required to
incur any financial responsibility. Districts’
insurance policies regarding loss or damage should
be consulted. Loss does not relieve the school of its responsibility to ensure the student’
s access
to a device.
23. Does the student keep the same assistive technology until he or she graduates?
Consideration and provision of assistive technology is an ongoing process. The IEP team must
continue to evaluate the assistive technology goals and determine if the device will meet the
student’
s needs. If goals are being met through current interventions, the student should keep the
same assistive technology. However, the team must also consider anticipated academic demands
and determine how well the device will meet anticipated levels of performance.
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Transition of Assistive Technology
24. What if the student moves to another school within the district?
The requirements of the student’
s IEP must be met by the school the student attends. If assistive
technology is required in the IEP, it must be provided in the new school. The same device need
not necessarily follow the student, but since students often profit from continued use of the same
device, this transfer of assistive devices from school to school is encouraged.
25. What if the student moves to another district?
As stated in 34 CFR § 80.32(c)(2), agencies or districts can make equipment available for use in
other districts. While assistive technology purchased by the district is the property of the district,
transfer of dedicated assistive technology to other districts is encouraged.
26. What if the student still needs the assistive technology after graduation?
The 1997 IDEA amendments specifically note the school’
s responsibility for transition services.
Transition planning must begin by age 14. The Transition IEP should include a statement of
needed assistive technology Transition services, including a statement indicating agency
responsibilities and linkages, if appropriate. Various agencies may be involved, and the decision
regarding which agency is responsible for providing assistive technology services should be
determined during this Transition IEP process.
27. Does that mean another agency is responsible for paying for the assistive technology and
supports needed?
Yes. The Transition IEP will define the appropriate agencies and supports and identify funding
opportunities. However, if the participating agency fails to provide the transition services defined
in the IEP, the school district must reconvene the team to identify alternative strategies to meet
the transition objectives. It remains the school district’
s responsibility to provide a plan for the
transition of assistive technology as the student prepares for post-secondary education,
vocational placement, independent living, and community experiences. Since students profit
from continued use of the same device, the transition of technology from school to the post-
school setting is encouraged.
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Appendix A
Acronyms
AAC
—alternative and augmentative communication?
ADA
—Americans with Disabilities
Act?
AT
—assistive technology?
ATEN
—Assistive
Technology Educational Network of Florida?
DME
—durable medical equipment?
ECU
—environmental control unit?
FAAST
—Florida
Alliance for Assistive Services and Technology?
FAPE
—free and appropriate public education?
FM
—frequency modulation?
FDLRS
—Florida Diagnostic and Learning Resources System?
IDEA
—Individuals with Disabilities Education
Act?
IEP
—individual educational plan?
LATS
—local assistive technology specialist?
LEA
—local educational agency?
LRE
—least restrictive environment?
OSEP
—Of
fice of Special Education Programs?
OSERS
—Of
fice of Special Education and Rehabilitative Services?
SGD
—speech generating device (see
AAC)?
TTY/TDD
—text telephone/telecommunication device for the deaf?
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Appendix B
Definitions and Terminology
Abbreviation Expansion
—a software program similar to word prediction that will replace an
abbreviated word form with the expanded form
Accommodations
—techniques and support systems that help students with disabilities access
information and instruction and demonstrate what they have learned (Accommodations do not
change expectations for student achievement.)
Adaptations
—changes made to the environment, curriculum, instruction, and/or assessment
practices in order for a student to be a successful learner (It includes accommodations and
modifications.)
Assistive Listening
—devices to help with auditory processing, including hearing aids, FM
systems, TTY, high performance amplifier, and closed caption TV
Augmentative and Alternative Communication (AAC)
—any device to enhance
communication for a person with limited speech (This may include symbol systems, picture/
object communications boards, speech synthesizers, or electronic communication devices.)
Dedicated Assistive Technology
—assistive technology that is customized for a particular
student to the extent that it would not be useful to another student or program
Durable Medical Equipment
—a piece of equipment that can withstand repeated use, is
primarily and customarily used to serve a medical or therapeutic purpose, is generally not useful
to a person in the absence of illness or injury, and is appropriate for use in the home
Environmental Control Unit/Electronic Aid for Daily Living
—system that enables students to
control various devices in their environment independently
Equipment Modification
—changing or altering the design and construction of an existing
device or piece of equipment that improves the functioning level of the user
Free Appropriate Public Education (FAPE)
—required by the Individuals with Disabilities
Education Act (It requires schools to provide FAPE for all children with disabilities in the least
restrictive environment.)
FM System
—local broadcasting system that consists of a headphone for the listener with a
hearing or attention disorder, a microphone and transmitter
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Individual Educational Plan (IEP)
—a written statement for each child with a disability that is
developed, reviewed, and revised in accordance with IDEA
Input Device
—any item or piece of equipment that enables an individual to activate or send
information to a computer or other electronic device (Examples include modified keyboard,
switch, trackball, eye-gaze pointing system, sip and puff system, and other alternative pointing
devices.)
Least Restrictive Environment (LRE)
—refers to the requirement that school districts must, to
the maximum extent appropriate, educate students with disabilities with students who are
nondisabled
Mobility
—refers to specialized training and aids such as white canes or telescopic aids for
reading signs or spotting landmarks (Mobility devices include braces, self-propelled walkers, and
wheelchairs.)
Modifications
—changes to outcomes or what a student is expected to learn and to demonstrate
Positioning Aids
—refers to equipment used for students with physical disabilities to enable
effective participation in schoolwork (Examples include wheelchairs, crawling assists, beanbag
chairs, chair inserts, and standing aids.)
Recreation and Leisure Devices
—beeping balls or goal posts, wheelchairs adapted for
participation in sports, game rules in alternative formats, adapted puzzles, and drawing software,
for example
Related Services
—transportation and such developmental, corrective, and other supportive
services as are required to benefit from special education
Screen Reader
—software that reads aloud text on a computer screen using a speech synthesizer
,
or that makes text available as refreshable Braille display (This allows individuals with visual or
reading disabilities to access text documents or web pages on a computer screen.)
Speech Synthesizer
—hardware or software for producing electronic human speech on a
computer
Switch
—an input device used to control assistive devices and computers, such as adaptive toys,
environmental control units, augmentative communication devices, or appliances (Any
controllable muscle in the body can activate switches.)
Touch Screen
—an input device that allows access to a computer by direct touch on the screen
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Transition Services
—coordinated set of activities designed within an outcome-oriented process
that promotes movement from school to post-school activities
Vision Impaired Aids
—general methods for assisting with vision needs: increasing contrast,
screen enlarger, alternative color background, electronic note taking devices, magnifiers,
Braillewriters, scanners, and optical character readers
Voice Recognition System
—an alternative to a mouse or keyboard, translates utterances spoken
into the microphone to computer commands or sequences used to operate the computer
Word Prediction
—a software program that can be used by students with learning, cognitive, or
physical disabilities that allows the user to type in part of a word and the program will predict
what word the user is trying to type
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Appendix C
Florida Resources
Florida Diagnostic and Learning Resources System (FDLRS)—FDLRS provides diagnostic and
instructional support services to district ESE programs, teachers, and families of students with
exceptionalities statewide. FDLRS consists of four specialized FDLRS centers: Assistive
Technology Educational Network (ATEN), Florida Instructional Materials Center for the
Visually Impaired (VIMC/VI), Resource Materials Center for the Hearing Impaired (RMC-HI),
and Instructional Technology Training Resource Unit (FDLRS/TECH).
Assistive Technology Educational Network (ATEN)—A TEN promotes, supports, and?
coordinates statewide delivery of assistive technology services to Florida’
s students with?
disabilities. ATEN provides opportunities for awareness, review, demonstration, and?
training for students, families, teachers, and other professionals to integrate technology?
into the curriculum. ATEN maintains demonstration centers and an assistive technology?
loan library which is available through request of the district LATS.?
1207 Mellonville Ave.?
Sanford, FL 32771?
(407) 688-2201 or (800) 328-3678?
FAX: (407) 688-4593?
Web Site: http://www.aten.scps.k12.fl.us?
Florida Instructional Materials Center for the Visually Impaired (FIMC/VI)—FIMC/VI?
maintains a statewide collection of specialized instructional materials including large?
print, Braille, and recorded materials for students with visual impairments.?
4210 West Bay Villa Avenue?
Tampa, FL 33611-1206?
(813) 837-7826 or (800) 228-9193 (Florida)?
FAX: (813) 837-7979?
Web Site: http://www.fimcvi.org?
Resource Materials and Technology Center for the Deaf and Hard of Hearing (RMTC)—?
RMTC maintains the statewide coordinating unit for specialized instructional materials,?
including technology, for students with hearing impairments.?
207 N. San Marco Avenue?
St. Augustine, FL 32084?
(904) 827-2666 / Sun 855-2666 / (800) 356-6731?
FAX: (904) 827-2338?
Web Site: http://www.fsdb.k12.fl.us/rmc/?
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Instructional Technology Training Resource Unit (FDLRS/TECH)—FDLRS/TECH?
promotes and supports the use of instructional and assistive technology for students with?
exceptionalities to maximize the impact of effective delivery of technology services.?
2700 Judge Fran Jamieson Way?
Viera, FL 32940-6699?
(321) 631-1911 ext. 542 / Sun 323-1542?
FAX: (321) 633-3533?
Web Site: http://fdlrs.brevard.k12.fl.us/fdlrstech/?
Clearinghouse Information Center (CIC)—CIC, operated by the Florida Department of?
Education, maintains a resource center that provides parents, educators, and other Floridians?
access to a variety of books, tapes, multimedia kits, assessment tools, staff development?
materials, and materials available for short term loan. Also available are many publications and?
reports that are available at no charge.?
Bureau of Instructional Support and Community Services?
Florida Department of Education?
325 W. Gaines St. Room 628?
Tallahassee, FL 32399-0400?
(850) 245-0477 / Sun 205-0477?
FAX: (850) 245-0987?
E-mail: cicbiscs@fldoe.org?
Florida Alliance for Assistive Services and Technology (FAAST)—F
AAST is the state Tech Act?
Project funded by the Assistive Technology Act of 1998. The purpose of the project is to assist?
Florida in maintaining permanent, comprehensive, consumer responsive, statewide programs of?
technology-related assistance. There are four regional demonstration centers throughout the state.?
Central Florida Regional Center?
Tampa General Rehabilitation Center?
PO Box 1289, Room 214?
Tampa, FL 33601-1289?
(813) 844-7591?
TDD: (813) 844-7767?
FAX: (813) 844-4128?
E-mail: faastcen@tgh.org?
Northeast Florida Regional Center?
Hope Haven Children’
s Clinic and Family Center?
4600 Beach Boulevard?
Jacksonville, FL 32207-4764?
(904) 346-5100?
TDD: (904) 346-5141?
FAX: (904) 346-5111?
E-mail: faastnefl@hope-haven.org?
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Northwest Regional Center/Administrative Office?
325 John Knox Road, Building B?
Tallahassee, FL 32303?
(850) 487-3048?
TDD: (850) 922-5951?
FAX: (850) 487-2805?
E-mail: faast@faast.org?
South Florida Regional Center?
Stein Gerontological Institute?
5200 NE 2nd Avenue?
Miami, Fl 33137-2706?
(800) 322-7881 or (305) 762-1465?
TDD: (305) 751-3189?
FAX: (305) 762-1445?
E-mail: Bkofsky@mjhha.org?
The Center for Independence Technology and Education (CITE)—CITE is the state
Alliance for?
Technology Access resource center that provides guided problem solving technical assistance for?
individuals with disabilities.?
215 E. New Hampshire Street?
Orlando, FL 32804?
(407) 898-2483?
FAX: (407) 895-5255?
E-mail: Inasehi@cite-fl.com?
cite @applelink.apple.com
Family Network on Disabilities (FND) of Florida, Inc.—FND is a statewide network of families?
and individuals who may be at-risk, have disabilities, or have special needs. Their mission is to?
ensure through collaboration that Floridians have full access to family-driven support, education,?
information, resources, and advocacy.?
2735 Whitney Road?
Clearwater, FL 33760-1610?
(800) 825-5736?
(727) 523-1130?
Fax: (727) 523-8687?
E-mail: fnd@fndfl.org?
Web Site: http://fndfl.org/?
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Appendix D
National Resources
Alliance for Technology Access?
2175 East Francisco Blvd., Suite L?
San Rafael, CA 94901?
(415) 455-4575?
TTY: (415) 455-0491?
FAX:
(415) 455-0654?
E-mail: ATAinfo@ATAccess.org?
Web Site: http://www.ATAccess.org?
American Foundation for the Blind?
11 Penn Plaza, Suite 300?
New York, NY 10001?
(800) 232-5463 or (212) 502-7600?
FAX: (212) 502-7777?
E-mail: afbinfo@afb.net?
Web Site: http://www.afb.org?
Closing the Gap Resource Directory?
Closing the Gap, Inc.?
P. O. Box 68 / 526 Main St.?
Henderson, MN 56044?
(507) 248-3294?
FAX: (507) 248-3810?
E-mail: info@closingthegap.com?
Web Site: http://www.closingthegap.com?
The ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC)?
The Council for Exceptional Children?
1110 N. Glebe Rd.?
Arlington, VA 22201-5704?
(800) 328-0272?
E-mail: ericec@cec.sped.org?
Web Site: http://ericec.org?
National Information Center for Children and Youth with Disabilities?
P.O. Box 1492?
Washington, D.C. 20013-1492?
(800) 695-0285?
E-mail: nichcy@aed.org?
Web Site: http://www.nichcy.org?
FAX: (202) 884-8441?
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Rehabilitation Engineering and Assistive Technology Society of North America?
(RESNA)?
1700 N. Moore Street, Suite 1540?
Arlington, VA 22209?
(703)524-6686?
E-mail: info@resna.org?
Web Site: http://www.resna.org?
Self-Help for Hard of Hearing People?
7910 Woodmont Avenue, Suite 1200?
Bethesda, MD 20814?
(301) 657-2248?
FAX: (301) 913-9413?
TTY: (301) 657-2249?
E-mail: national@shhh.org?
Web Site: http://www.shhh.org?
Trace Research and Development Center?
University of Wisconsin–Madison?
2107 Engineering Centers Building?
1550 Engineering Drive?
Madison, WI 53706?
(608) 262-6966?
TTY: (608) 263-5408?
FAX: (608) 262-8848?
E-mail: info@trace.wisc.edu?
Web Site: http://trace.wisc.edu/?
U.S. Department of Education?
Office of Special Education Programs?
Office of Special Education and Rehabilitative Services?
400 Maryland Avenue, S.W.?
Washington, DC 20202-2641?
Web Site: http://www.ed.gov/offices/OSERS/OSEP/?
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Appendix E
Web Resources
A. Legal Issues
A Guide to Disability Rights Laws?
http://ericec.org/lawguide.html?
IDEA ‘97?
http://www.ed.gov/offices/OSERS/IDEA/?
IDEA Practices—technical assistance site to support the ef
forts of administrators and service?
providers in implementing IDEA?
http://www.ideapractices.org/?
Neighborhood Legal Services?
http://www.nls.org?
The Policymaker Partnership for Implementing IDEA?
http://www.ideapolicy.org/?
Section 504?
http://www.dol.gov/oasam/regs/statutes/sec504.htm?
ADA?
http://www.usdoj.gov/crt/ada/adahom1.htm?
Wrightslaw?
http://www.wrightslaw.com/?
B. Assistive Technology
ABLEDATA—Database of over 20,000 assistive technology devices
http://www.abledata.com/
Family Village—Assistive
Technology for Students with Disabilities
http://www.familyvillage.wisc.edu/education/at.html
QIAT—Quality Indicators for
Assistive Technology
http://www.qiat.org/
Alliance for Technology Access
http://www.ataccess.org/
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Assistive Technology for Students with Disabilities. (2001) ESE 10415
Clearinghouse Information Center.
http://www.firn.edu/doe/commhome/clerhome.htm
NARIC—National Rehabilitation Information Center
http://www.naric.com/search/t15.html
Center for Accessible Technology
http://www.cforat.org
Assistive Technology in the Individual Education Plan Outline
http://www.nls.org/atiep.htm
LD In Depth—technology related articles for learning disabilities online
http://www.ldonline.org/ld_indepth/technology/technology.html
Technology Integration
http://www.Lburkhart.com
ERIC Clearinghouse on Information and Technology
http://ericir.syr.edu/ithome/
EASI—resource to education community for access to information technology
http://www.rit.edu/~easi/
Texas School for the Blind and Visually Impaired
http://www.tsbvi.edu/
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Appendix F
References
IDEA Practices
http://www.ideapractices.org/law/regulations/searchregs/300subpartc/csec300.308.php
Integrating Assistive Technology into the Standard Curriculum
ERIC/OSEP Digest E568
http://www.ed.gov/databases/ERIC_Digests/ed426517.html
National Information Center for Children and Youth with Disabilities
http://www.nichcy.org
Guidelines for Assistive Technology
http://www.birth23.org/Publications/assistivetech.pdf
Guidelines for Accessing Alternative Format Educational Materials
http://www.loc.gov/nls/guidelines.htm
Provisions of Special Interest to Teachers
http://www.ed.gov/offices/OSERS/IDEA/Brief-13.html
Chambers, A.C. (1997)
Has Technology Been Considered? A Guide for IEP Teams.
CASE/TAM
Assistive Technology Policy & Practice Series. Albuquerque, NM: CASE
U.S. Department of Education, 34 C.F.R. Parts 300 and 303 (1999).
Golden, D. (1998)
Assistive Technology in Special Education: Policy and Practice.
CASE/TAM
Assistive Technology Policy & Practice Series. Albuquerque, NM: CASE
Hager, R.M. (1999)
Funding of Assistive Technology—The Public School’s Special Education
System as a Funding Source: The Cutting Edge.
Assistive Technology Funding & Systems
Change Project. Buffalo, NY.
Reed, P. (ed.) (2000)
Assessing Students’
Need for Assistive Technology (3rd Ed.)
Oshkosh, WI:
Wisconsin Assistive Technology Institute.
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