1. Slide 1
I Need an iPad: FAPE Requirements
for Assistive Technology Under the
IDEA and Section 504
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Presented by: Diane Beall
January 16, 2014
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Slide 2
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Definition of Assistive Technology
Devices and Services under IDEA
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 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
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(20 USC 1402(1); Ed. Code 56020.5 )
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Slide 3
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AT FAPE REQUIREMENTS
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 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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2. Slide 4
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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
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AT and “Free” Issues
 Letter to Cohen (OSERS 1992): LEA must provide AT devices
and services at public expense
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 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
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Determining AT Needs: Present Levels of
Academic Achievement and Functional
Performance
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Need?
What
need?
AT for
task
AT for
need
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3. Slide 7
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Assistive Technology and
Educational Needs
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Academic
Delays
Executive
Functioning
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Communication
Deficits
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Slide 8
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Assistive Technology and
Educational Needs, cont.
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Vision and
Hearing
Impairments
Motor and
Mobility
Limitations
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Social Skills
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Slide 9
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Pre-evaluation AT Considerations
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 IEP team to consider available potential interventions
 Review AT currently available in the classroom to
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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
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 If not, discuss whether AT evaluation required
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4. Slide 10
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Consider High-tech, low-tech and non-tech options
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Slide 11
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Assistive Technology Checklist
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Mechanics of
Writing
Alternate
Computer Access
Composing
Written Material
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• Pencil/pen with
adaptive grip
• Weighted pen
• Slant board
• Portable word
processor
• Computer
• Modified
keyboard
• Trackball/track
pad
• Alternate
keyboard
• Voice software
• Electronic
dictionary
• Word
cards/word
book/word well
• Talking word
processor
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Slide 12
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Assistive Technology Checklist
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Reading
Math
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• Use of pictures
with text
• Electronic
books
• Scanner with
talking word
processor
• 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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5. Slide 13
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Assistive Technology Checklist
Communication
• Communication
board/book
with pictures
(PECS)
• Eye gaze board
• Voice output
device
Mobility
Daily Living
• Walker
• Grab rails
• Manual
wheelchair
• Powered
wheelchair
• Adaptive eating
and drinking
devices
• Adaptive
dressing
equipment
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Slide 14
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Assistive Technology Checklist
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Hearing
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Vision
• Large print
books
• Screen
magnification
software
• Braille
keyboard and
note taker
• 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
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AT Evaluations
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 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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