School-Issued Devices as Assistive Technology: IEP Inclusion Best Practices

💻 Understanding Assistive Technology (AT) in IEPs

Assistive Technology (AT) includes tools or devices that help students with disabilities access, engage with, and succeed in their education. Even if a device is provided to all students, its specific, individualized use can qualify it as AT if it supports a disability-related need.

📑 Why It’s Important to Document AT in the IEP

1. Ensures Consistent Access

   • Listing the device as AT in the IEP guarantees your child will have uninterrupted access, even if policies or devices change.

2. Clarifies the Purpose of the Device

   • The IEP should outline how the device is used to support learning challenges (e.g., text-to-speech, speech-to-text, visual supports).

3. Maintains Support During Transitions

   • If your child transfers schools or moves to a higher grade, documented AT needs carry over more smoothly.

🛠️ Best Practices for IEP Documentation

1. Add AT to the Assistive Technology Section (if available)

   • Clearly state the type of device (e.g., Chromebook, iPad) and the specific features your child relies on.

2. Include in Accommodations/Modifications

   • Example: "Access to a school-issued device with speech-to-text and text-to-speech software for written assignments."

3. Request an AT Evaluation if Needed

   • If the school resists labeling the device as AT, request an evaluation to document its educational necessity.

🤝 Communicating with the School

When discussing the device, use language like:

• "While all students have devices, my child requires specific assistive features, such as [tool/feature], to access the curriculum. We'd like to document this need in the IEP to ensure consistent support."

💡 Tip: AT doesn’t have to be expensive or specialized. The key is how the tool supports the child’s disability-related needs — not whether the tool is widely available. 🎯