Assistive Technology in Education: Key Points in IDEA

The Individuals with Disabilities Education Act (IDEA) defines any assistive technology device as any equipment, tool, item, or product system that can be used to “increase, maintain, or improve functional capabilities of individuals with disabilities. But the use of assistive technologies in education is not just about the acquisition of these devices and equipment to help the students with mental and/or physical disabilities. Having the assistive technology devices is not enough. The whole country’s school system has a stake on the effectiveness of the use of assistive technology. This is why the second part of the IDEA focused on assistive technology services.

Assistive technology services are responsibilities that sit squarely on the shoulders of school districts. Based on the special education law, each school district is tasked to perform four major tasks.

• To assess the technology needs of the students with disabilities. The assessment usually includes a functional evaluation of the special student’s environment.

• To obtain the assistive technology devices and product systems needed by the special students. The devices can be bought or leased by the school districts. This is the role that obviously required funding.

• To ensure that the use of assistive technology complements and supports the benefits derived from other
  interventions, including therapies. The assistive technology devices should not inhibit the effects of rehabilitation programs. The worst thing that can happen is for the assistive technology devices to interfere with rehabilitation and slow down the improvement of the child with disabilities.

• To guarantee that the assistive technologies are effectively used. The school districts can provide this guarantee by conducting trainings for the students with disabilities, for the parents and other members of the family, and for the school personnel.

Similar to any other law of the country, the implementation of IDEA can evolve to better and further respond to the needs of individuals with disabilities. The list of key points of assistive technology services is expected to expand. The school district will have greater responsibilities. For example, an anticipated responsibility is the selection, design, customization, adaptation, maintenance, repair, and replacement of assistive technologies.