IEP Services · Assistive Technology

Assistive Technology in the IEP: What It Is, When Schools Must Provide It, and How to Ask

Assistive technology is required to be considered for every child with an IEP, not just children with physical disabilities. For many students, the right AT tool is the difference between accessing the curriculum and being shut out of it.

What Is Assistive Technology Under IDEA?

IDEA defines an assistive technology device as any item, piece of equipment, or product system, acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. Assistive technology services include the evaluation of the child’s need for AT, selecting and acquiring the device, training the child and their family to use it, and training school staff.

AT spans an enormous range, from low-tech tools like pencil grips and highlighted paper to high-tech speech-generating devices and complex software. What qualifies as AT is not limited to expensive or specialized equipment.

The Mandatory Consideration Requirement

IDEA requires that every IEP team, for every student, consider whether the student needs AT devices and services. This is not optional, it is a required part of every IEP meeting. In practice, many IEP teams satisfy this requirement by checking a box labeled “AT considered: no” without a meaningful discussion.

If AT consideration at your child’s IEP meeting consisted of a quick checkbox with no discussion, ask the team to address it substantively: “What specific AT tools were considered? What data was used to determine AT isn’t needed? Have the student’s access challenges been assessed?”

Common AT Categories and When They Apply

How to Request an AT Evaluation

If you believe your child needs AT that hasn’t been provided, or if AT was considered but dismissed without adequate evaluation, request a formal AT evaluation in writing. Include:

• Your child’s name and grade
• A description of the specific access challenges you’ve observed (e.g., “my child cannot produce legible written work despite significant effort”)
• A request for a comprehensive AT evaluation, including feature matching and device trials
• A request that the AT evaluator have specific expertise in AT assessment

The school must respond with a Prior Written Notice agreeing to evaluate or explaining why they’re declining. If they decline, you have the right to request an independent AT evaluation.

What a Good AT Evaluation Looks Like

A comprehensive AT evaluation goes beyond testing the student in isolation. It should:

• Observe the student in actual school tasks where access challenges occur
• Interview teachers and parents about the student’s needs and current access challenges
• Trial multiple AT options rather than recommending a single device without comparison
• Assess the student’s sensory, motor, cognitive, and communication profile as they relate to AT use
• Provide specific recommendations with rationale
• Include a training plan for the student, family, and school staff

Implementation: The Other Half of the Battle

Getting an AT recommendation in the IEP is only half the work. Implementation failures are extremely common. Watch for:

• Devices that are ordered but sit unused because no one was trained to use them
• AT used only during therapy sessions, not throughout the school day
• Staff resistance to using AT because “it’s a crutch” or “he needs to learn without it”
• Devices sent home but not permitted at school, or vice versa

The IEP should specify AT training requirements for staff and should document how the device will be used across settings. If the school provides a device but doesn’t train staff to support its use, contact the case manager in writing.