Blurring the line on schools providing assistive technology....

I’m interested in learning more about the assistive technology that is provided to students in our public schools.  

 

                  

In reviewing the North Carolina Department of Public Instruction (NCDPI) website, I found United States Department of Education legislation (Individuals with Disabilities Education Act) that was passed on March 12, 1999 that states that when providing a free appropriate public education (FAPE):

    Each public agency shall ensure that assistive technology devices or assistive technology services, or both, as those terms are defined in 300.5-300.6, are made available to a child with a disability if required as a part of the child's –

        Special education under 300.26;

        Related services under 300.24; or

        Supplementary aids and services under 300.28 and 300.550(b)(2).

    On a case-by-case basis, the use of school-purchased assistive technology devices in a child's home or in other settings is required if the child's IEP team determines that the child needs access to those devices in order to receive FAPE.

Regarding the development of the Individualized Education Program (IEP)

300.346 Development, review and revision of IEP.

    Consideration of special factors.

    The IEP team also shall –

        Consider whether the child requires assistive technology devices and services.

I also found this statement on NC DPI’s webpage in relation to assistive technology that is provided in schools:

Similar regulations are found in North Carolina Procedures Governing Programs and Services for Children with Disabilities. In addition to consideration of assistive technology, North Carolina Procedures states the following:

Statement in IEP. If the IEP Team determines that a child needs a particular device or service, including an intervention, accommodation, or other program modification in order for the child to receive a free appropriate public education, the IEP team must include a statement to that effect in the IEP. Section .1507.B.(3)

I found it very interesting that the legislation states these decisions will be made on a case-by-case basis.  I wonder what the criteria is behind the decision for each case..???  In an ideal world, every student would be given every accommodation or piece of assistive technology that would be beneficial to him or her.   

However, in today’s reality of budget crunching and not enough funds to go around, this is not always feasible…which brings me back to my curiosity and question of how does a school determine which student will receive which supplementary aid or service?   

I suppose the school will need to look at the recommendations of the IEP team and look at the case from a more holistic approach when determining who will receive which piece of assistive technology.  When thinking of these questions, I cannot help but recall some IEP meetings when special education directors would ask me, prior to the meeting, to not mention that a child could have a sound field amplification system or some other type of assistive technology be made available to the child.  However, if the parent brought up the need for the equipment, then the team would discuss the options.  I understand why some school systems might be hesitant to offer these devices due to money issues, inconvenience, lack of training, etc. but where is the line?  How ethical is it of a school to withhold information about supplementary aids and services that may benefit the child...especially in a case where parents may not have the knowledge of something that could be of benefit to their child and the school does???