diane beal 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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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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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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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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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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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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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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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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