Appropriate alternative input and output features are purchased and fully utilized.
Formal requirements are in place for ensuring equal access to and use of hardware and software.
Special educators are aware of disability issues and are well-trained in accommodations, including assistive technologies. Special educators are invited to be active, joint participants in curriculum development and assessment. Student and educator collaboration with key community members and colleagues is common and encouraged. It is a responsibility that should be considered when schools acquire technology. This is not to suggest that every computer or software program must be equipped for use by persons with disabilities.