Federal law mandating

The following excerpt from IDEA addresses this issue: For a child with a surgically implanted medical device who is receiving special education and related services under this part, a public agency is not responsible for the maintenance, programming, or replacement of the medical device that has been surgically implanted (or of an external component of the surgically implanted medical device) (Authority 20 U. Each public agency must ensure that the external components of surgically implanted medical devices are functioning properly. Section 300.105 clearly specifies that school-purchased assistive technology may be made available in the child’s home or in other settings if the IEP team determines that the child requires assistive technology to receive a free and appropriate public education (FAPE).The inclusion of the statement regarding home use of school-purchased assistive technology has significant implications for school systems.Other devices are more “high technology” tools and are often more expensive.

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These devices often need to be modified or customized to meet the individual needs of a student with a disability.

For example, a computer keyboard may need to be adapted through the addition of tactile locator dots for a student with a visual impairment.

Consider whether the child requires assistive technology devices and services The requirement to consider the need for assistive technology devices and services brings the issue of assistive technology to every IEP team.

In order for IEP teams to be able to effectively, address assistive technology devices and services, teams must use a collaborative decision-making process to determine whether or not an individual student requires assistive technology.

When determining assistive technology needs, IEP teams should consider commercially available solutions that may be used “as is” or ones that can be modified to meet the student’s unique needs.

In some situations, it may be necessary to construct a device to meet the student’s needs.For example, a pencil grip is an assistive technology device that may be used by a student with a physical disability to improve handwritten communication through increasing the student’s grasp of and control over his or her pencil.An adapted cup with enlarged handles may be used by a student who has difficulty holding a standard cup.They are as follows: Federal legislation and state rules for special education clearly define the school system’s responsibility to provide assistive technology devices and services to students with disabilities.School staff, including administrators, teachers, and related service providers, and parents should be knowledgeable about the requirement for providing assistive technology.For example, a classroom computer with a word processing program can be considered assistive technology for a student who demonstrates difficulty in writing and spelling if the IEP team has determined that it is educationally necessary.

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