This is a significant requirement because it is applicable to every student who receives special education. It should mean that the IEP team looks at the student's need for an assistive technology evaluation, the same way that the team looks at the student's potential need for any other type of service by first obtaining an evaluation. An evaluation is an important step in identifying first, whether or not the student needs assistive technology, and second, if so, what types of technology and services are appropriate. It is important to think about the purpose of assistive technology for a student. It should not be an end in and of itself, but rather a means to the goal of full participation in the classroom.
Assistive technology is a tool.
It may be the student's voice, or the student's means of writing, or it may support the student's arithmetic or spelling skills. Therefore, it is important to in- corporate the technology into the student's IEP and education placement, rather than treating it as something entirely separate from the rest of the student's education services. For example, if a student uses an augmentative communication device, the IEP might include a goal that by using the device, the student will answer questions in class or the student will present an oral report. If the student needs assistive technology at home in order to do homework or in order to continue to make educational progress, the school system must allow the technology device to go home with the student or purchase another device for home use. Please call LINC in advance to register.