Assistive technology services such as customization, maintenance, repair and replacement are included as considerations in the acquisition of equipment or devices purchased/provided by the school. An exception to repair would be made if the student were negligent with the assistive technology device. • If family owned assistive technology is used by the school and is listed in the IEP as necessary for providing free appropriate public education, the school might also be responsible for maintenance, repair and replacement. Responsibilities for these services should be discussed at the IEP meeting and identified in the IEP notes or the IEP document.

Early Intervention programs both coordinate and provide services. If AT is identified to enhance your child’s development, that AT is to be included in the Individual Family Service Plan (IFSP). Other services which may be identified in the IFSP include Audiology, Occupational Therapy, Physical Therapy, Speech and language, and Vision Services.

An evaluation should be carried out as part of the original referral and evaluation process, as the individual’s needs change, or when external factors (such as changing medications and conditions) dictate changes in the type or uses of technology. In particular, individual’s should be considered for an assistive technology evaluation when it appears that they need help to communicate more effectively, sit, stand or move more independently, work more independently or efficiently, or play more independently.

When it:

• Enables an individual to perform functions that can be achieved by no other means
• Enables an individual to approximate normal fluency, rate, or standards – a level of accomplishment which could not be achieved by any other means
• Provides access for participation in programs or activities which otherwise would be closed to the individual on a routine basis
• Enables an individual to concentrate on learning or employment tasks, rather than mechanical tasks • Provides greater access to information
• Supports normal social interactions with peers and adults
• Supports participation in the least restrictive educational environment

Generally speaking, individuals with professional licenses as occupational and physical therapists, special educators, speech pathologists, or rehabilitative counselors MAY have the expertise to conduct an assistive technology evaluation. • Individuals may also be certified through the Rehabilitation Engineering & Assistive Technology Society of North America (RESNA) as an Assistive Technology Provider (ATP) – someone who analyzes the needs of consumers with disabilities, assists in selection of appropriate assistive technology for the consumer’s needs, and provides training in the use of the selected device(s).

It is in the school district’s best interest to have insurance, however, cost of insurance versus the item(s)’ expense should be considered. Many insurance policies offer riders at a minimal expense that include assistive technology. Many school district liability policies will cover devices purchased by the district for student use. Devices purchased by other funding sources may or may not be covered while on school premises or involved in school activities. It is important for school staff to investigate the district’s property insurance to determine what the policy currently covers and whether the policy insures against loss or damage of assistive devices.

Yes, it is a parental decision. The parent(s) could donate the device to the school for use by other students with disabilities.

If an assistive device is necessary for the student’s IEP to be implemented, the school district will have to replace the broken device. If the device is broken at home through negligence, the parents could be held responsible for the repair costs.

First, identify all potential payment sources for which you are eligible, then apply. Understand that there is an order in which the sources must be tapped. For example, you exhaust private payment options before applying to Medicare or Medicaid for payment. For someone who is dually eligible for Medicare and Medicaid, you must apply to Medicare first.

Currently, IDEA does not make a distinction between assistive technology devices and personal items. This stems in large part to IDEA’s broad definition of assistive technology. If a student with a disability needs a hearing aid to ensure FAPE, then the school district and parents need to work together to find fiscal resources to purchase the item.