1. SPED 473 Emotional/Behavioral Disorders Assistive Technology

2. Legislation The Education for the Handicapped Act (EHA) (P.L. 94-142) –To guarantee a Free and Appropriate Public Education (FAPE) for all children with disabilities, ages 5-21 –Special Education and related services must be free, provided by the public agency at no cost to the parents –Appropriate education is the provision of regular and special education and related services designed to meet students' individual educational needs.

3. Legislation –To develop an Individualized Education Program (IEP) for each child eligible for special education and related services; plan is based on multi- disciplinary assessment and includes a statement of specific special education and related services to be provided to the child –To the maximum extent appropriate, all children and youth with disabilities will be educated in the least restrictive education (LRE) environment

4. Legislation –Parents have the right to participate in every decision related to the identification, evaluation, and placement of their child. Parents must give consent for any initial evaluation, assessment or placement decision. Due process procedures assure parents rights to appeal.

5. Legislation Technology Related Assistance for Individuals with Disabilities Act of 1988 (Tech Act - P.L. 100-407) –provided federal funds to states to develop training and delivery systems for assistive technology devices and services –required states and territories to develop statewide, consumer-responsive programs of technology-related services for individuals with disabilities of all ages –first definition of Assistive Technology Devices and Services –promoted the availability and quality of AT devices and services to all individuals, including children.

6. Legislation Assistive Technology Act of 1998 (P.L. 105- 394) –affirms that technology is a valuable tool that can be used to improve the lives of Americans with disabilities –extends the funding of the 50 states and six territories to develop permanent, comprehensive, statewide programs of technology-related assistance.

7. Legislation Individuals with Disabilities Education Act, 1990 (P.L. 101-476) and 1997 (P.L. 105-17) –IDEA first outlined the school district's responsibility to provide AT to students with disabilities. Each public agency shall ensure that assistive technology devices or assistive technology services or both, as those terms are defined in 300.5 - 300.6 are made available to a child with a disability if required as part of the child's –Special education under 300.17 –Related services under 300.16 –Supplementary aids and services under 300.550(b)(2).

8. Legislation AT devices and services must be provided if it is "required" for the student to receive a free, appropriate public education (FAPE). AT must be "considered" on all student IEP’s to assure FAPE inside and outside the school environment, including a child's home or in other settings.

9. Legislation The "consideration" mandate infers that the IEP team has sufficient knowledge of AT devices and services to make this determination. The law encourages district personnel to learn about AT and understand the demands of the environment, the time available, or the skills of the personnel in that environment. (Reed, 2000)

10. Legislation 1990 Amendments (P.L. 101-476) –Renamed the EHA - Individuals with Disabilities Education Act (IDEA). The amendment also replaced the phrase "handicapped child" with "child with a disability". To provide Transition Services for students by age 16 To extend eligibility to children with autism and traumatic brain injury To define Assistive Technology Devices and Services for children with disabilities for inclusion in the IEP To extend the Least Restrictive Environment (LRE) to require the child, to the maximum extent appropriate, be educated with children without disabilities -- in the same class s/he would have been but for the disability

11. Legislation 1997 Amendments (P.L. 105-17) –To extend LRE as an assurance that all students would have "access to the general curriculum" –To "consider" Assistive Technology Devices and Services on the IEP's of all students. Use of school-purchased AT in a child's home or other settings is required if the child needs access to those devices to receive FAPE. –To include orientation and mobility services to the list of related services for children who are blind or have visual impairments, as well as for other children who may also need instruction in traveling around their school, or to and from school.

12. Schools and AT In IDEA, children with disabilities, ages birth through 21, must be considered for assistive technology use if it is needed in order to receive a free and appropriate public education (FAPE). These AT devices and services must be identified by their IEP team and their use determined within the natural environment; the one in which they will use the device.

13. Consideration of AT Process, not an evaluation Research-based framework - based on the SETT framework –Student strengths, abilities, and skills –Environments in which the student functions –General education curriculum needs or tasks to meet IEP goals –Information regarding the features of AT options

14. Consideration of AT Required of all IEP/IFSP teams Must seek information relative to proper decision-making Lack of understanding or training is not an accepted excuse Must document consideration and outcomes

15. Outcomes of AT Consideration AT is not needed AT is needed AT may be needed, but more information is necessary for proper decision Team is unsure what AT is and what options are available

16. AT Process AT devices and services are to be made available to a child with a disability if required as part of the child's –special education services –related services –supplementary aids and services, A statement of their use and required training must be included on their IEP/IFSP.

17. AT Process School districts are responsible for helping children with disabilities select and acquire assistive technology devices and must assist in training the child and the persons who work with the child, how to most effectively use it. This must be determined on a case- by-case basis at no cost to the parents.

18. AT Process School districts are developing new policies concerning the use of assistive technology devices and services. Some areas being considered include: evaluation and use of devices, informed consent and the relationship of assistive technology and other technology programs with the current curricula offered and the development of long-range technology plans.

19. AT Process School districts need to develop tracking systems, make arrangements for maintenance and repair of devices, investigate sharing/loaning of equipment within single and multiple districts and developing assistive technology assessment teams to work with individual student teams.