Technical Assistance Document Assistive Technology for Children and Youth with Disabilities
IDEA Part B 

Oklahoma State Department of Education Special Education Services 
"changing times in special education"
Sandy Garrett, State Superintendent of Public Instruction
This document was created in collaboration with: Oklahoma Assistive Technology Center and Oklahoma ABLE Tech
May 2008  PDF

Assistive Technology in Public Schools 

Definition of Assistive Technology
INDVIDUALS WITH DISABILITIES EDUCATION IMPROVEMENT ACT

The federal regulations for implementation of the Individuals with Disabilities Education Improvement Act (IDEA) defines assistive technology (AT) devices and services as follows:

34 CFR §300.5 Assistive Technology Device
“Assistive technology device means any item, piece of equipment, or product system, whether 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. The term does not include a medical device that is surgically implanted, or the replacement of such device.”

34 CFR §300.6 Assistive Technology Service
“Assistive technology service means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. The term includes:

Assistive Technology in Public Schools

(a) The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child’s customary environment;

(b) Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities;

(c) Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices;

(d) Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and
rehabilitation plans and programs;

(e) Training or technical assistance for a child with a disability or, if appropriate, that child’s family; and,

(f) Training or technical assistance for professionals (including individuals providing education or rehabilitation services), employers, or other individuals who provideservices to, employ, or are otherwise substantially involved in the major life functions of that child.”

The 2004 reauthorization of IDEA maintains a requirement for Individualized Education Program (IEP) teams to consider the assistive technology needs of students during the development of an IEP. This most recent requirement states:

34 CFR §300. 24(a)(2) Development, Review, and Revision of IEP
(2) Consideration of Special Factors.

“The IEP Team shall — (v Consider whether the child needs assistive technologydevices and services.”

The IDEA requires schools to provide AT if it is needed for a student to receive a free appropriate public education (FAPE). FAPE can include a variety of services such as special education, related services, supplementary aids and services, program modifications or support for school personnel. AT, just like all other components of FAPE, must be provided at no cost to parents. Schools must provide or pay for any AT necessary to ensure FAPE either directly or through contract or other arrangements. The schools may not unnecessarily delay the provision of AT devices and services due to funding issues if a child requires the devices and services to benefit from the IEP. The specific IDEA requirement for schools to provide AT is as follows:

34 CRF §300.105 Assistive Technology
“(a) Each public agency must ensure that assistive technology devices or assistive technology services, or both, as those terms are defined in Sec. 300.5 and 300.6,
respectively, are made available to a child with a disability if required as a part of the child's--

(1) Special education under Sec. 300.36;

(2) Related services under Sec. 300.34; or

(3) Supplementary aids and services under Sec. 300.38 and 300.114(a)(2)(ii).

(b) 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 thatthe child needs access to those devices in order to receive FAPE.” 

34 CFR §300.17 Free appropriate public education
“Free appropriate public education or FAPE means special education and related services that -

(a) Are provided at public expense, under public supervision and direction, and without charge;
(b) Meet the standards of the SEA, including the requirements of this part;
(c) Include an appropriate preschool, elementary school, or secondary school education in the State involved; and
(d) Are provided in conformity with an individualized education program (IEP) that meets the requirements of Sec. 300.320 through 300.324.”

34 CFR §300.44. Universal design has the meaning given the term in section 3 of the Assistive Technology Act of 1998, as amended, 29 U.S.C. 3002. The definition of Universal design means a concept or philosophy for designing and delivering products andservices that are usable by people with the widest possible range of functional capabilities, which include products and services that are directly accessible (without requiring assistive technologies) and products and services that are interoperable with assistive technologies.

Determination of Assistive Technology Needs by the IEP Team

IEP teams are responsible for determining whether or not children need AT devices and services to benefit from their educational program.

The IEP team determines the need for AT devices and services on an individual basis. The determination must not be based upon a category, severity, or class of disability. AT devices and services must be provided as indicated on the IEP. The IEP team must specify what, if any, AT devices and services are needed.

Assistive Technology Consideration

IEP teams might consider developing a list of questions to assist team members in determining if a child needs AT. Questions may include, but are not limited to, the following: 

• Is the student able to produce written work efficiently and progress in the general curriculum or IEP goals? 
• Is the student able to communicate effectively? 
• Is the student able to sit independently? Stand independently? Walk independently?
• Is the student able to feed him or herself independently?
• Is the student able to participate in activities such as art or music with the tools or items readily available in the classroom, or does the student need adaptations, e.g., to hold a paintbrush independently?Is the student able to read effectively and at a pace similar to that of peers?
• Is the student able to learn effectively in the classroom, or would particular software programs or other technologies enable the student to learn academic
  material more effectively?
• Do the mechanics of producing work interfere with the quality of work produced by the student? For example, is the act of writing so difficult for the student that
  the quality of written work is substantively affected and the student loses focus on the content?

All children and youth with disabilities are not required to receive AT devices and services.
However, the IEP team must consider the need for AT devices and services for all children
with disabilities to benefit from a free, appropriate public education.

Assistive Technology Evaluation
Assistive technology evaluation can occur as part of the student’s educational evaluation or reevaluation. Parents or other team member can request an assistive technology evaluation at any time. IEP teams should consider assistive technology devices and services in the consideration of special factors section of every IEP. Some students will not require technology to meet the goals on their IEPs, but many students will benefit from the use of AT. IEP teams must determine if the AT is necessary for the student to achieve goals, benefit from education, or make reasonable progress in the general curriculum. The team should analyze what is required of students without disabilities of the same age and determine how many of the requirements the student with a disability could completely or partially achieve, if that student had access to appropriate AT. 

The IEP is a tool to plan, implement and evaluate progress in special education and related services for students with disabilities, and must be reviewed and revised annually. IEP teams must assess the student’s need for AT on an individual basis. 

Assistive Technology in the IEP 

When the IEP team recommends an AT device to be a part of the IEP, a brand name of the specific device does not have to be listed on the IEP. IEP teams must ensure that the student gets the device he/she needs. The IEP may find that listing a complete description of the necessary AT device features is beneficial. AT may be included in various places on the IEP a statement of: 

• The child’s present levels of educational performance,
• Measurable annual IEP goals, including, short-term objectives or benchmarks,
• The special education and related services, and supplementary aids and services to be provided to the child, or on behalf of the child, and a statement of the program modification or supports for school personnel that will be provided for the child, 
• Any individual modifications in the administration of State or districtwide assessments of student achievement that are needed in order for the child to participate in such assessments, and 
• Special factors to be considered.

Annual IEP Goals
Assistive technology information can be a part of the annual goal and short-term
objectives/benchmarks on an IEP. How AT will contribute to achieving the goal and
objectives must be clearly stated. The inclusion of AT in the IEP requires an explanation of
how and why the child will use the technology to accomplish a particular goal. The device
could be part of the conditions needed to accomplish the goal and objectives.
Criteria and instructions for developing goals and objectives can be found in the Policies and
Procedures for Special Education in Oklahoma 1993, and the Federal Register, August 14,
2006, for the IDEA Amendments of 2004.

IEP Examples: Goals and Objectives
Academic Skill:
Dillon is a fourth-grade student with a learning disability, participating in the general
curriculum, who is having problems with written expression.
Goal:
Using a word processing program on a computer with a spell checker, Dillon will
make satisfactory passing grades in the fourth-grade general curriculum for language
arts.
Objectives:
Dillon will use a spell checker in composing sentences and paragraphs and will not
misspell any more than two words on his final drafts.
Dillon will receive grades no lower than 75% when using the word processor to
develop and refine his composition skills and check for accuracy in punctuation,
grammar, complete sentences, and one theme per paragraph.
Social Skill:
Katie is a sixth-grade student with moderate cognitive deficits and is nonverbal. As a
result, she is experiencing problems communicating with peers in nonacademic
settings.
Goal:
Using low-tech communication devices for social interactions, Katie will participate in
nonacademic settings with nondisabled peers.
Objectives/Benchmarks:
By the end of the first nine weeks, Katie will use her picture communication wallet to
talk with a minimum of two nondisabled classmates and one adult during sixth-grade
lunch in the cafeteria on a daily basis.
By the end of the second nine weeks, Katie will use her picture communication wallet
and a picture schedule to communicate and follow class instructions for satisfactory
participation in art class.

AT as Supplementary Aids and Services
AT can be a supplementary aid or service to facilitate a student’s participation in a
general education class or other appropriate education setting. Students with
disabilities have the right to an education in the least restrictive environment. To be
successful in the least restrictive environment and to benefit from their education,
students may need supplementary aids and services. Supplementary aids, which may
allow a student to successfully participate in a regular education class or other
education-related setting, include a variety of assistive devices that compensate for
disability and allow the student to perform the required tasks.
AT is necessary as a supplementary aid and service if its use (along with other
necessary aids) supports the student sufficiently to succeed in the current educational
placement, and in the absence of the aid requires the student’s removal to a more
restrictive setting. For example, if a student with multiple physical disabilities makes
progress on his or her IEP goals in the general education classroom with the use of a
computer and an augmentative communication device, but cannot make progress in
that setting without the devices, then those devices are necessary supplementary aids
to be included in the student’s IEP.
IEP Examples: Supplementary Aids and Services
Maggie will make oral presentations and participate in class discussions using an
appropriately programmed electronic communication device.
Susan will use a computer and printer to complete all written assignments.
AT as Related Services
The IDEA requires that special education and related services be made available to all
children and youth with disabilities that require them. Related services are defined
as: CFR §300.34 “transportation, and such developmental, corrective, and other
supportive services as are required to assist a child with a disability to benefit from
special education . . .”
The related services that students with disabilities may require to benefit from special
education include:
(1) Audiology
(2) Counseling services
(3) Early identification and assessment of disabilities in children
(4) Interpreting services
(5) Medical services
(6) Occupational therapy
(7) Orientation and mobility services
(8) Parent counseling and training
(9) Physical therapy
(10) Psychological services
(11) Recreation

(12) Rehabilitation counseling
(13) School health services
(14) Social work services in schools
(15) Speech-language pathology
(16) Transportation
The list of services is not exhaustive and may include other developmental, corrective, or
support services if needed to benefit from special education. School districts may provide
students with disabilities AT devices and services in conjunction with other related services.
School districts must provide related services to a student with a disability at no cost to the
parent.
For students to be successful with AT devices, they need to receive training on the use of the
equipment. Training to use a computer, an augmentative communication device, or large
print viewer, can occur as a related service, which supports the student’s educational
program. Training on AT devices may be written into the IEP as a related service.
Teaching a student to use AT devices may be addressed as part of other related services. For
example, occupational therapy may ensure the student is correctly positioned to use AT
devices and may provide opportunities for the student to learn to use a computer keyboard or
a communication board.

IEP Example: - Related Services-
As part of his speech therapy program, Mark will receive instruction and learn to
effectively use an electronic communication device during social conversation in the regular
classroom environment.
Under the IDEA, a student must be receiving special education to receive related services.
However, under Section 504 of the Rehabilitation Act of 1973 the student may receive
auxiliary services without qualifying for special education.

Assistive Technology for Transition
Assistive technology can play an integral role in the transition process and facilitate greater
independence for the individual moving into adult life. Transition services in IDEA are
defined as follows:
34 CFR §300.43 Transition services. (a) Transition services means a coordinated set
of activities for a child with a disability that—
(1) Is designed to be within a results oriented process, that is focused on improving the
academic and functional achievement of the child with a disability to facilitate the
child’s movement from school to post-school activities, including postsecondary
education, vocational education, integrated employment (including supported
employment), continuing and adult education, adult services, independent living, or
community participation; (2) Is based on the individual child’s needs, taking into
account the child’s strengths, preferences, and interests; and includes—
(i) Instruction;
(ii) Related services;
(iii) Community experiences;
(iv) The development of employment and other post-school adult living objectives;
and
(v) If appropriate, acquisition of daily living skills and provision of a functional
vocational evaluation.
(b) Transition services for children with disabilities may be special education, if
provided as specially designed instruction, or a related service, if required to assist
a child with a disability to benefit from special education.
The role of assistive technology is becoming more important throughout the transition
process because of the increase in independence it can provide. Some people with
disabilities need assistive technology to stay competitive with their nondisabled peers, while
others require technology to interact independently within their environment.
SECTION 504 OF THE REHABILITATION ACT OF 1973
Section 504 of the Rehabilitation Act of 1973 does not specifically define AT devices or
services nor use the term auxiliary aids and services. Reference to AT in Section 504 is
limited to referral to “special education and related aids and services”; in the description of
the delivery of an appropriate education and use of the term “supplementary aids and
services”; and in the discussion of academic settings in which students with disabilities
should be served. A student is not required to be eligible for special education services to be
protected under Section 504. Section 504 also prohibits discrimination against individuals
with disabilities and requires schools to provide equal access to their programs and services
as follows:
34 CFR §104.33 Free appropriate public education
“General. A recipient that operates a public elementary or secondary education
program shall provide a free appropriate public education to each qualified
handicapped person who is in the recipient’s jurisdiction, regardless of the nature of
severity of the person’s handicap.

(a) Appropriate education. (1) For the purpose of this subpart, the provision of an
appropriate education is the provision of regular or special education and related
aids and services that are designed to meet individual education needs of
handicapped persons as adequately as the needs of nonhandicapped persons are
met . . .”

34 CFR §104.4 Discrimination prohibited

(a) “General. No qualified handicapped person shall, on the basis of handicap, be
excluded from participation in, be denied the benefits of, or otherwise be subjected
to discrimination under any program or activity which receives or benefits from
Federal financial assistance.”

AMERICANS WITH DISABILITIES ACT
The Americans with Disabilities Act (ADA) is a civil rights law that prohibits discrimination
against individuals with disabilities in areas of employment, public services, public
accommodations, transportation, and communication. Title II of the ADA, which applies to
schools as state or local entities, does not specifically define AT. It instead uses the term
“auxiliary aids and services,” including AT along with other services such as human
supports. The definition of auxiliary aids and services includes the following:
28 CFR §35.104 Auxiliary aids and services

(1) “Qualified interpreters, note takers, transcription services, written materials,
telephone handset amplifiers, assistive listening devices, assistive listening systems,
telephones compatible with hearing aids, closed caption decoders, open and closed
captioning, TDDs, video text displays or other effective methods of making aurally
delivered materials available to individuals with hearing impairments;
(2) Qualified readers, taped tests, audio recordings, large print and Braille materials
or other effective methods of making visually delivered materials available to
individuals with visual impairments;
(3) Acquisition or modification of equipment or devices; and
(4) Other similar services and actions.”

Title II of the ADA states those physical barriers in existing facilities must be removed, if
removal is readily achievable. If not, school districts must offer alternative methods of
providing the services, if they are readily achievable. In addition, equal access includes the
provision of auxiliary aids and services that are needed for effective communication with
individuals with disabilities. The specific ADA requirements are as follows:
28 CFR §35.160 General

(a) “A public entity shall take appropriate steps to ensure that communications with
applicants, participants, and members of the public with disabilities are as effective as
communications with others.
(b) (1) A public entity shall furnish appropriate auxiliary aids and services where
necessary to afford an individual with a disability an equal opportunity to participate
in, and enjoy the benefits of a service, program, or activity conducted by a public entity.

(2) In determining what type of auxiliary aid and service is necessary, a public entity shall
give primary consideration to the requests of the individual with disabilities.”

Common Questions About Assistive Technology Devices and Services
What is the purpose of assistive technology in education programs?
The purpose of assistive technology is to facilitate the student’s participation in his or
her education program and to enable the student to benefit from the program. For
example, the technology may provide an alternative means of completing work (e.g.,
word processing instead of writing assignments by hand) or an alternative means of
learning, or it may provide access to the school program. Keeping the mandates of
the 1997 and 2004 reauthorized IDEA in mind, assistive technology should support
the student in the general curriculum and in the least restrictive environment to the
greatest extent possible.
Should AT be considered for all students with disabilities?
Yes, under consideration of special factor the IDEA states “that the IEP team shall
consider whether the child requires assistive technology devices and services.”
Is AT required for all students who have an IEP?
No. IEP teams must make decisions regarding the student’s need for AT on an
individual basis and the decision must not be based solely on the disability category
class of the student.
Who makes the decision if a student needs assistive technology devices or services?
The IEP team makes the decision of whether students need AT to benefit from their
educational program. The IEP team may need to rely on an AT evaluation from a
team of professionals. The team could include: a speech/language pathologist,
occupational therapist, physical therapist, special education teacher, psychologist,
computer specialist, hearing specialist, vision specialist. Some school districts may
have an assistive technology team identified and trained to provide the assistive
technology evaluation on a local level. Parent input and participation is important in
the evaluation process and as a member of the IEP team.
How should the scope of the assistive technology evaluation and its components be
determined?
A comprehensive AT evaluation is tailored to the individual student’s needs.
Depending on those needs, the evaluation might address communication, written
work, seating, positioning, mobility, academic and nonacademic concerns, access to
the general curriculum access to extracurricular activities, software and hardware
options, environmental modifications, training, maintenance of the device and other
issues specific to the student.
What are critical components of an assistive technology evaluation/assessment?

AT assessment is a systematic process to ensure that decisions regarding the selection
of AT devices are based on information regarding the student's abilities, needs,
environments, and tasks. AT assessment includes a team approach, assessment of

educational tasks and routines, and is ongoing in nature. Although most AT
assessments are not standardized, the assessment process should be replicable and use
a framework for effective decision making.
What is the role of parents in the AT assessment process?
Parents are members of the IEP team and provide input in all decisions regarding AT
and the IEP. Parents, and the student, if appropriate, should be invited to participate
in all aspects of the process. Parents have information about their child that other
team members can use to fit, customize, and adapt technology to meet their needs.
What are the timelines for purchasing and/or providing assistive technology devices and
services?
IDEA regulations do not specify a timeline for the provision of assistive technology.
However, if AT is determined necessary for a FAPE then it must be provided in a
timely manner. The school district may not delay or deny the provision of AT due to
funding issues, if a child requires AT to benefit from the IEP.
Are personal use devices excluded?
The IEP team decides on a case by case basis what AT a student needs to benefit
from special education and related services. With the exception of cochlear implants
or other surgically implanted devices, if a device included in the IEP, the school is
responsible for the provision of that device or ensuring that it is provided at no cost to
the parents.
Who is responsible for buying assistive technology?
The school system is responsible for acquisition and provision of AT devices.
Sometimes, parents may choose to purchase devices and send them to school with the
student. Schools may use various funding sources to provide needed AT devices with
parental consent, including but not limited to the following:

.
Medicaid
.
Medicaid Early, Periodic, Screening, Diagnostic, and Treatment
.
Medicaid Home and Community Based Waiver
.
Medicaid In Home Support Waiver
.
Medicaid Tax Equity and Fiscal Responsibility Act (TEFRA)
.
Private Insurance
.
Department of Rehabilitation Services
.
Financial Loan Programs
.
Private/Community Resources

Who owns the assistive technology device?
It depends on who purchased the device. If the school purchased the device, the
school maintains ownership. If the parents’ private insurance or Medicaid purchased
the device, then it belongs to the student.
May the student take home assistive technology devices purchased by the school?

Yes. As stated in the IDEA regulation 34 CFR §300.308 (b), “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.” The IEP team will decide if a
student requires the use of school-owned equipment in environments outside the
school environment, including the student’s home.
Who is responsible for maintenance and repair of equipment?
The local school district is responsible for repairing AT devices used as part of the
student’s special education and related services. The school system is responsible for
ensuring that the student receives substitute equipment while his or her device is
being repaired. Additionally, the school is responsible for ensuring that the external
components of surgically implanted medical devices are functioning properly.
What provisions should be made while AT devices are being repaired?
It may not be possible to provide the same device in the interim. During the
development of the student’s IEP, IEP teams should identify: the steps to take if the
device needs repairs; how they will secure a substitute system; and what other
technology options, used on a temporary basis during the repair process, would offer
an acceptable substitute to the student’s device.
What provisions should be made for transfer of equipment when a student moves to
another school or to a post-school program?
Local school districts should consider transferring the equipment with the student.
Participating agencies should discuss the transfer of AT equipment for a student
transitioning from school to post-school programs, using Memoranda of
Understanding or Interagency Agreements between agencies that procure AT. Refer
to Appendix B the Assistive Technology Devices Purchases/Sales Agreement Form
and Sample Depreciation Spreadsheets.
What should happen when an assistive technology device is no longer appropriate for a
student?
First, the IEP team should complete an AT evaluation to determine why the device is
no longer working for the student. The IEP should also determine what, if any, AT
the student needs and provide the necessary devices. School districts may then use
the student’s old device for another student or for a centralized loan program.
Do parents have the right to request a due process hearing over the provision of assistive
technology?
Yes, AT devices and services contribute to an appropriate education for a child with
disabilities, and are subject to the procedural safeguards required by the IDEA,
including the right to request a due process hearing. As specified in the Policies and
Procedures for Special Education in Oklahoma, parents or guardians may request a
hearing to determine whether an educational program is free and/or appropriate for a
child with disabilities, or a child alleged to have a disability.

What are assistive technology resources in Oklahoma?
The Oklahoma State Department of Education contracts with the Oklahoma
Assistive Technology Center (OATC) for the Assistive Technology Program for
Oklahoma Public Schools. OATC, provide a network of AT assistance, materials,
and information through the Oklahoma Public Schools Assistive Technology Loan
Program. OATC has locations in Oklahoma City and Tulsa they can be contacted by
phoning (800) 700-OATC (6282). In addition, Oklahoma ABLE Tech is a federally
funded state program that provides short term equipment loan program (lending
library) demonstration centers, training and information and referral on assistive
technology. Oklahoma ABLE Tech has partner locations in Oklahoma City and
Tulsa as well as their main office at the OSU Seretean Wellness Center in Stillwater,
their toll free number is (800) 257-1705.

APPENDIX A ASSISTIVE TECHNOLOGY CONSIDERATION CHECKLIST RESOURCE GUIDE

Assistive Technology Consideration Checklist
Student: ________________________________________ School: ______________________________________________
DIRECTIONS
1. Complete the student information section below to provide information on the student's needs, abilities, and difficulties as well as environments and barriers
to success.
2. Please check (.) the instructional or access areas in Column A that are appropriate for the student. Please leave blank any areas that are not relevant to the
student. Specify all relevant tasks (e.g., copying notes from board, responding to teacher questions) within each area in the space provided. Check the settings in
which the task is required: GEC: General Education Classroom SEC: Special Education Classroom COM: Community HOM: Home.
3. In Column B, specify the standard classroom tools (low technology to high technology) used by the student to complete relevant tasks identified in Column
A. Place a check (.) in the boxes in Column B if the student is able to independently complete the tasks with standard classroom tools. For areas in which the
student can complete the tasks independently, it will not be necessary to complete Columns C-D.
4. In Column C, specify the accommodations/modifications and assistive technology solutions that are currently being utilized. Place a check (.) in the boxes
in Column C if the student can adequately complete the tasks specified in Column A using the identified accommodations/modifications and assistive technology
solutions.
5. Complete Column D if the student can not adequately complete the task with accommodations/modifications and assistive technology solutions specified in
Column C.
Student needs, abilities, and difficulties:
Student environments:
___General Education Classroom (List all classes):
___Special Education Classroom (List all classes):
___Community (List all settings):
___Home:
Barriers to student performance and achievement:

A. Instructional or Access Areas

B. Independent with
Standard Classroom Tools

C. Completes Tasks with Accommodations/Modifications and/or Assistive Technology Solutions Currently in Place

D. Additional Solutions/Services Needed Including
Assistive Technology

Accommodations/
Modifications

Assistive Technology
Solutions

Writing GEC SEC COM HOM

 

A. Instructional or Access Areas

B. Independent with Standard Classroom Tools

C. Completes Tasks with
Accommodations/Modifications and/or Assistive
Technology Solutions Currently in Place

D. Additional Solutions/Services Needed Including Assistive Technology

Accommodations/
Modifications

Assistive Technology
Solutions

 

Spelling
GEC SEC COM HOM

 

Reading
GEC SEC COM HOM

Math
GEC SEC COM HOM

Study/Organizational Skills GEC SEC COM HOM

Listening
GEC SEC COM HOM

A. Instructional or Access Areas

B. Independent with
Standard Classroom Tools

C. Completes Tasks with Accommodations/Modifications
and/or Assistive Technology Solutions Currently in Place

D. Additional
Solutions/Services Needed
Including
Assistive Technology

Accommodations/
Modifications

Assistive Technology
Solutions

Oral Communication
GEC SEC COM HOM

Aids to Daily Living
GEC SEC COM HOM

Recreation and Leisure
GEC SEC COM HOM

 

Pre-vocational/Vocational
GEC SEC COM HOM

Seating, Positioning, and Mobility
GEC SEC COM HOM

A. Instructional or Access Areas

B. Independent with
Standard Classroom Tools

C. Completes Tasks with Accommodations/Modifications
and/or Assistive Technology Solutions Currently in Place

D. Additional
Solutions/Services Needed
Including
Assistive Technology

Accommodations/
Modifications

Assistive Technology
Solutions

Other Specify:
GEC SEC COM HOM

Consideration Outcomes:
_____ Student independently accomplishes tasks in all instructional areas using standard classroom tools. No assistive technology is required.
_____ Student accomplishes tasks in all instructional areas with accommodations and modifications. No assistive technology is required.
_____ Student accomplishes tasks in all instructional areas with currently available assistive technology. Assistive technology is required.
_____ Student does not accomplish tasks in all instructional access areas. Additional solutions including assistive technology may be required.
Specify any assistive technology services required by this student.
Consideration Checklist Completed by: Position: Date:
Revised 09/27/00

Assistive Technology Consideration Resource Guide

The following information is provided to assist educational teams in considering assistive technology in the development, review, and/or revision of a student’s
Individual Educational Plan. This document provides a framework for identifying relevant tasks within instructional areas as well as appropriate
accommodations, modifications, and technology solutions. Additional tasks and solutions will need to be added to address individual student needs.

Instructional or Access Area

Standard Tools

Modifications and
Accommodations of Task and
Expectations

Assistive Technology Solutions

Writing:
Sample Tasks:

.
Write name
.
Copy letters/words/numbers
for skills practice
.
Write words from memory
.
Copy print from book or
worksheet
.
Copy notes from board or
overhead
.
Complete written worksheets
with single word responses
(fill-in-the blank)
.
Complete written worksheets
with phrase or sentence
response
.
Complete written test with
multiple choice response
(circle/mark answer)
.
Complete written test and
forms with fill-in-the-blank
response
.
Complete written test with
matching response
.
Complete written test with
phrase/sentence (short
answer)
.
Complete written test with
essay response (multi-
paragraph)

.
Crayon/Marker
.
Pencil
.
Pen
.
Letter and number strip
.
Clipboard
.
Typewriter
.
Computer with word
processing software
with grammar and spell
checker
.
Instructional software
to remediate and
enhance specific writing
skills

.
Increased time for
completing assignments
.
Decreased length of
assignment/number of
responses
.
Oral dictation as an
alternative to writing
.
Peer notetaker
.
Format of assignment
changed to meet need of
student - multiple choice,
matching word banks, fill-
in-the-blank, short answer
.
Word banks, sentence
starters, and cloze format
writing activities for
supports
.
Provide typed outline or
typed copy of lecture notes
to student prior to delivery
for student to use to follow
lecture
.
Student highlights key
points on printed copy of
notes rather than
copying/recording lecture
notes
.
Webbing-concept mapping
strategy used

.
Pencil grip or other adapted writing aids
.
Adapted paper (bold line, raised line, different spacing, secured
to desk, paper stabilizers)
.
Slant board
.
Personal dry erase board
.
Non-slip writing surface (e.g. dyceum)
.
Tape recorder for dictated responses and notetaking
.
Portable word processor (e.g. PC-5, AlphaSmart, etc.)
.
Notetaking device (e.g. Braille, adapted tape recorder,
smartboard)
.
Computer with word processing software with spell and
grammar checks (e.g. Microsoft Word)
.
Computer with word processing software and
outlining/webbing software (e.g. Inspiration or Kidspiration,
DraftBuilder)
.
Computer with graphic-based word processor (e.g. Writing
with Symbols)
.
Computer with talking word processing software (e.g. Write
OutLoud, IntelliTalk)
.
Computer with word prediction software (e.g. Co:Writer)
.
Computer with graphic based word processor (e.g. Writing
with Symbols)
.
Scanner and computer with form filling software to create
electronic worksheets

*Adaptive input hardware and/or software (e.g. keyguard, keyboard
utilities, enlarged keyboard, touchscreen, on-screen keyboard,
trackball, switch access, voice dictation software, Braille input)
and adaptive output solutions (screen enlargement, text or screen
reading software) to be used as needed for all computer based
writing solutions

Instructional or Access Area

Standard Tools

Modifications and
Accommodations of
Task and Expectations

Assistive Technology Solutions

Writing Sample Tasks(Continued)

.
Record notes from teacher
dictation/lecture with teacher
recording notes on board/overhead
.
Record notes from teacher
dictation/lecture without teacher
notes
.
Generate creative/spontaneous
writing samples
.
Copy numbers
.
Enter number in correct location
within calculation problems
.
Copy math calculation problems
with correct alignment
.
Record dictated math calculation
problems with correct alignment
.
Copy diagrams and graphs

create and plot linear and
quadratic equations on graph

.
See previous page

.
See previous page

.
See previous page

Spelling:
Sample Tasks:

.
Identify correctly spelled word from
printed list
.
Write spelling words from dictation
.
Spell words orally
.
Take a written spelling test
.
Use spelling words appropriately in
a sentence
.
Locate correctly spelled words in a
dictionary
.
Complete writing tasks with correct
spelling
.
Identify/correct incorrectly spelled
words in writing sample

.
Flashcards
.
Alphabet strip
.
Print dictionary
.
Computer with word
processing software
with built-in spell
checker
.
Instructional software to
remediate and enhance
basic phonics and
spelling skills

.
Peer/adult assistance for
difficult to spell words
.
Personal or custom
dictionary
.
Problem word list
.
Reduce number of spelling
words
.
Increased time for
completing assignments

.
Personal dry erase board for practice
.
Tape recorder with difficult to spell words recorded
.
Hand-held spellchecker without auditory output (e.g.
Merriam-Webster Dictionary and Thesaurus)
.
Hand-held spellchecker with auditory output (e.g.
Speaking Merriam-Webster Dictionary and Thesaurus)
.
Portable word processor with built-in spellchecker
(e.g. AlphaSmart)
.
Computer with word processing program with spell
check feature (e.g. Microsoft Word)
.
Computer with talking word processing software
containing speaking spell check (e.g. Write OutLoud)
.
Computer with word prediction software, (e.g.
Co:Writer))

Instructional or Access Area

Standard Tools

Modifications and
Accommodations of
Task and Expectations

Assistive Technology Solutions

Reading:
Sample Tasks:

.
Identify letters in isolation and in
sequence
.
Recognize/read name
.
Read basic/primer sight words
.
Read functional words
(community, emergency,
grocery, etc.)
.
Read target/selected words
within a sentence
.
Comprehend age/grade
appropriate reading materials
.
Read print materials from
textbooks and supplemental
materials with comprehension
.
Read material from worksheet
with comprehension
.
Read material from
board/overhead with
comprehension
.
Read material from computer
display with comprehension
.
Read longer reading samples
with comprehension and without
fatigue
.
Answer literal questions
regarding materials read
.
Answer questions regarding
main idea of materials read
.
Answer inferential questions
regarding materials read

.
Textbooks
.
Worksheets
.
Printed information on
board/overhead
.
Printed test materials
.
Instructional software to
remediate basic reading
and/or reading
comprehension skills

.
Peer/adult reading assistance
.
High interest, low reading
level materials
.
Increased time for
completing reading
materials
.
Decreased length of
assignment
.
Simplify complexity of text
.
Color coding to emphasize
key points (highlighting)
.
Custom vocabulary list
Increase print size of
materials through
photocopying

.
Page fluffers
.
Slant board and book holders for positioning books
.
Color Overlays
.
Tracking strategies (e.g. reading window, bar
magnifier)
.
Speaking spellchecker or dictionary as a word
recognition aid(e.g. Speaking Merriam-Webster
Dictionary and Thesaurus)
.
Reading Pen (e.g. Quicktionary Reading pen)
.
Audio-taped books (e.g. books-on-tape from
Recordings for the Blind and Dyslexic)
.
Electronic books (e.g. disk or CD-ROM)
.
Computer-based talking word processing program
(e.g. Write OutLoud)
.
Computer with graphic word processor (e.g.
Writing with Symbols)
.
Computer with text enlargement software (e.g.
ZoomText)
.
Computer with text reading software (e.g.
ReadPlease, Talk-to-Me, JAWS, Kurzweil 1000)
.
Computer-based advanced reading aids (e.g.
Kurzweil 3000, WYNN)
.
Solutions for converting text into alternative
format (e.g. scanner with OCR software, Braille
translation software, Braille printer/embosser,
refreshable Braille displays, and tactile graphic
production systems, etc.)

Instructional or Access Area

Standard Tools

Modifications and
Accommodations of
Task and Expectations

Assistive Technology Solutions

Math:
Sample Tasks:

.
Identify numbers in isolation and
sequence
.
Comprehend basic math concepts
.
Complete basic calculations
(addition, subtraction,
multiplication, and division)
.
Complete complex math
calculations
.
Complete math word problems
.
Tell time to the hour, half-hour,
etc. using an analog and/or digital
clock
.
Calculate passage of time
.
Identify coins and bills
.
Demonstrates understanding of
coin and bill value
.
Utilize money to purchase items
.
Utilize coins and bills to make
appropriate change
.
Maintain and balance a
checkbook

.
Manipulative (beads, etc.)
.
Abacus
.
Number line
.
Math fact sheet (e.g.
multiplication facts)
.
Calculator
.
Instructional software to
remediate and enhance
specific math skills

.
Change format of assignment
(e.g.: write answers only)
.
Peer/adult reading of problem
and recording of answer
.
Reduce number of problems
.
Provide additional spacing
between problems
.
Provide additional time to
complete tasks
.
Increase size of print through
photocopying
.
Change complexity of
material (e.g. separate
problems by operations
required)
.
Teacher/peer support for
reading and assistance

.
Modified paper (bold line, enlarged, raised line,
graph paper, etc.)
.
Talking calculator with speech output
.
Calculator with large print display
.
Calculator with large keypad
.
Calculator with embossed output (e.g. Braille N
Speak)
.
Computer based on-screen calculator
.
Electronic math worksheet software with adaptive
input and output as needed (e.g. MathPad, Access
to Math, and Study Works)
.
Adapted measuring devices (e.g. devices with
speech output, large print display, or tactile
output)

Study Organizational Skills:
Sample Tasks:

.
Copy assignments from board
.
Record assignments from teacher
dictation
.
Complete assigned task within
designated timelines
.
Request teacher/peer assistance
when needed
.
Has appropriate
materials/supplies for class
activities

.
Instructional materials,
including software to
remediate deficit areas, to
teach compensation
strategies, and focus on
strengths

.
Assignment sheet provided
by peer and/or adult
.
Outlines of key points
.
Student schedule or checklist
.
Positioning student
strategically within classroom
environment
.
Timers
.
Student self monitoring
sheets

.
Print or picture schedule
.
Organizational aids (e.g. Color coding,
appointment book, etc.)
.
Tape recorder
.
Electronic organizer/personal digital assistant (e.g.
Step Pad, PalmPilot)
.
Computer based electronic organizer with adapted
input and output provided as needed
.
Speech prompting device

Instructional or Access Area

Standard Tools

Modifications and Accommodations of
Task and Expectations

Assistive Technology Solutions

Listening :
Sample Tasks:

.
Follow verbal directions
.
Listen to stories, books, etc. and
answer comprehension questions
.
Listen to classroom discussion and
apply information (answer questions,
record notes, etc)
.
Listen to teacher lecture and apply
information (answer questions, record
notes, etc)
.
Listen to verbally presented
information and retell with correct
sequencing and facts
.
Listen to videos to gather information
about current instructional topics
.
Respond to environmental stimuli
appropriately (someone knocking on
classroom door, bell ringing, fire
alarm)

.
Television
.
Video player
.
Cassette recorder/player
.
Headphones for clarity of
sound and blocking of
extraneous noises for
cassette/ television
.
Overhead projector to
provide visual outline during
note taking
.
Closed captioning access to
caption ready television and
video presentations

.
Preferential seating
.
Use teacher proximity
.
Elimination of extraneous noise (air
conditioner)
.
Break directions into smaller
steps/segments
.
Use verbal prompts
.
Use gestures
.
Pre-teach vocabulary and/or
components of the lesson
.
Audio-tape verbally presented
information for repeated presentation
.
Use visual aids (picture symbols,
diagrams, maps) to illustrate key
points
.
Provide a written outline of lecture
.
Use a peer note-taker to record notes
in class
.
Provide print copy of script in
videotapes
.
Provide sign language/oral
interpreter

Personal amplification system
.
Classroom sound field system
.
Auditory trainer
.
Personal hearing aids
.
Tape recorder with indexing capability
.
Smart Board for transferring teacher
written notes to student computer for
viewing and printing and viewing
.
Environmental alert system
.
Voice to text software application for
converting teacher lecture to text
.
Closed captioning on non-caption ready
instructional materials
.
Real time captioning of class lecture and
discussion

Instructional or Access Area

Standard Tools

Modifications and Accommodations of
Task and Expectations

Assistive Technology Solutions

Oral Communication:
Sample Tasks:

.
Gain attention of peers/adults
within environment
.
Express basic wants/needs
.
Request assistance as needed
.
Provide appropriate greetings
.
Participate in conversation with
peers/teachers
.
Respond appropriately to
teacher/peer questions and/or
comments
.
Provide oral report in class on
assigned topic
.
Inform others of events, topics, etc
.
Terminate conversation

.
Organizing diagram for
presentations

.
Interpreter
.
Verbal prompts
.
Modeling appropriate skills
.
Repetition of spoken answers
.
Additional response time
.
Provide questions before time
.
Accepting shortened responses

.
Speech enhancing devices (e.g. amplifiers,
clarifiers)
.
Augmentative communication solutions (e.g.
object based communication displays, picture
communication boards, books, and wallets,
talking switches, dedicated augmentative
communication devices, and integrated
computer based augmentative communication
solutions-all with adaptive input as needed)
.
Sign language

Aids to Daily Living:
Sample Tasks:

.
Feed self using appropriate
utensils
.
Drink using appropriate utensils
.
Prepare simple snack
.
Prepare basic meal
.
Dress and/or undress self using
appropriate tools
.
Complete personal hygiene and
grooming tasks (brushing teeth,
hair, etc.)
.
Toilet self
.
Perform simple household chores

.
Eating utensils (ex. spoon,
cup, etc.)
.
Personal hygiene tools (ex:
toothbrush, comb, brush, etc.)
.
Toileting supplies (ex: tissue)
.
Bathroom rails and adaptive
faucet handles
.
Cleaning materials and
appliances

 

.
Verbal prompts
.
Modeling appropriate skills
.
Picture cures and prompts
.
Additional time to complete tasks
.
Modification of task length and
complexity

.
Adapted eating aids (e.g. grips for standard
eating utensils, adapted cups/glasses, etc.)
Feeding machines
.
Adapted dressing aids (e.g. button holers,
pulls for zippers, Velcro fasteners, etc.)
.
Adapted cooking and food preparation aids
(e.g. blender attached to power control unit,
adapted pouring handles, etc.)
.
See other sections of this document for
leisure, vocational, mobility, and learning
aids.)
.
Adapted household cleaning tools and
appliances

Instructional or Access Area

Standard Tools

Modifications and
Accommodations of
Task and Expectations

Assistive Technology Solutions

Seating, Positioning, and Mobility:
Sample Tasks:

.
Move about/ambulate about the
classroom, school, and/or
community
.
Manipulate educational
materials as required in assigned
activities
.
Maintain appropriate seating/
position for participation in
relevant activities

.
Classroom chairs, desks and
tables

.
Limit mobility requirements
through careful scheduling of
daily activities (order, location,
etc.)
.
Peer and adult assistance
.
Modification of requirements
based upon student's daily
energy level and the task to be
completed

.
Adaptive classroom equipment (e.g. prone and
supine standers, side lyers, adapted chairs with
seating modifications and support, etc.)
.
Adapted tables and desks
.
Walkers
.
Crutches/canes
.
Manual wheelchairs
.
Power wheelchairs
.
Laptrays and equipment mounts

Recreation and Leisure:
Sample Tasks:

.
Participate in play activities
.
Participate in leisure activities
(ex: look at/read book or
magazine, listen to music, etc.)
appropriately
.
Manipulate and/or operate toys,
tools, and/or electronic
appliances required for
participation in leisure activities
appropriately

.
Puzzles
.
Games
.
Toys
.
Music (e.g. tape player, CD-
ROM, etc.)

.
Verbal prompts
.
Adult peer assistance
.
Modeling appropriate skills
.
Cooperative participation with
.
Game modification

.
Knobs for puzzles
.
Adapted crayon holders
.
Adapted books
.
Adapted music with symbols
.
Raised line coloring sheets
.
Spinners for games
.
Switch accessible toys (commercially available or
switch accessible through switch interface)
.
Environmental control devices
.
Power control units and battery adapter devices
.
Adaptive sports equipment
.
Computers with adaptive input devices as needed
and appropriate software to address leisure skills

Pre-vocational and Vocational:
Sample Tasks:

.
Complete assigned tasks (ex:
filing, sorting, assembly, etc.)
within designated timelines
.
Utilize tools, manipulative,
and/or equipment to complete
tasks
.
Complete single and multiple
step tasks

.
Sorting and assembling
materials
.
Office equipment
.
Computer with standard
office applications
.
Timers and watches

.
Verbal prompts
.
Picture and word cues
.
Modeling appropriate skills
.
Cooperative participation with
peers and adults
.
Student self-monitoring sheets
.
Modification of task length and
complexity

.
Individualized task and material modifications to
meet student needs
.
Computer with adaptive input devices as needed
and appropriate software to address pre-
vocational or vocational needs
.
Vibrating and talking watches and timers
.
Auditory prompting with and without visual
display

Instructional or Access Area

Standard Tools

Modifications and Accommodations of
Task Expectations

Assistive Technology Solutions

Recreation and Leisure:
Sample Tasks:

.
Participate in play activities
.
Participate in leisure activities (ex:
look at/read book or magazine,
listen to music, etc.) appropriately
.
Manipulate and/or operate toys,
tools, and/or electronic appliances
required for participation in
leisure activities appropriately

.
Puzzles
.
Games
.
Toys
.
Music (e.g. tape player, CD-
ROM, etc.)

.
Verbal prompts
.
Adult peer assistance
.
Modeling appropriate skills
.
Cooperative participation with
.
Game modification

.
Knobs for puzzles
.
Adapted crayon holders
.
Adapted books
.
Adapted music with symbols
.
Raised line coloring sheets
.
Spinners for games
.
Switch accessible toys (commercially
available or switch accessible through
switch interface)
.
Environmental control devices
.
Power control units and battery adapter
devices
.
Adaptive sports equipment
.
Computers with adaptive input devices as
needed and appropriate software to address
leisure skills

Pre-vocational and Vocational:
Sample Tasks:

.
Complete assigned tasks (ex:
filing, sorting, assembly, etc.)
within designated timelines
.
Utilize tools, manipulative, and/or
equipment to complete tasks
.
Complete single and multiple step
tasks

.
Sorting and assembling
materials
.
Office equipment
.
Computer with standard
office applications
.
Timers and watches

.
Verbal prompts
.
Picture and word cues
.
Modeling appropriate skills
.
Cooperative participation with peers
and adults
.
Student self-monitoring sheets
.
Modification of task length and
complexity

.
Individualized task and material
modifications to meet student needs
.
Computer with adaptive input devices as
needed and appropriate software to address
pre-vocational or vocational needs
.
Vibrating and talking watches and timers
.
Auditory prompting with and without
visual display

APPENDIX B

ASSISTIVE TECHNOLOGY DEVICES PURCHASE/SALES AGREEMENT FORM SAMPLE DEPRECIATION SPREADSHEETS

Agreement for the Purchase/Sale or Statement Declining the Sale of Assistive Technology Devices by Oklahoma School Districts/Public Agencies
Statement of Purpose for Agreement
The school districts and public agencies that are signatories to the agreement, hereinafter referred to as “the Parties,” recognize the need for continued
use of assistive technology devices that were originally purchased for individual students when the student moves from one school district to another
or transitioning to other public agency service systems.
As a result, the parties hereby agree to the continued use of such devices by the student when the student changes school districts or transitions to
other public agency service systems. Such continued use can be through one of the following methods: (a) by transfer or sale of the devices by the
school district or agency to the student’s new school district; (b) by the transfer or sale of the devices by the school district or agency to the student or
the student’s parents or legal guardians; or (c) by any other legal means that are acceptable to the student, and the parties to the agreement.
The parties further agree that in the event of a transfer or sale of assistive technology devices, they may use the “Agreement for the Purchase/Sale or
Statement Declining the Sale of Assistive Technology Devices by Oklahoma School Districts and Public Agencies.”
All transfers or sales of assistive technology devices will be made according to applicable state and federal law, rules, and regulations.

Agreement for the Purchase/Sale or Statement Declining the Sale of Assistive Technology Devices by Oklahoma School Districts/Public Agencies
Check Appropriate Box:

. Purchase/Sales agreement, between school districts or between a school district and a public agency or parents. If box is checked, complete
Section A.

. Declining sales of assistive technology devices(s). If box is checked, complete Section B.

Section A
______________________________agrees to sell “as is” the assistive technology device(s)
school district or public agency
described below to ________________________________for use by________________
purchasing school district, public agency, or person child/client name
Description and Price of Device(s):
____________________________________ Price set by: Appraisal Current Market Value Other*
____________________________________ . . .
*If checked, explain__________________________________
Price determined by calculations as set forth in the Addendum.
______________________________is not liable for any nonconformities in the device(s) after
school district or public agency
it is purchased by the individual’s new school district, agency or parent/individual person.
____________________________________________________________ __________
signature of superintendent or authorized official of district or public agency selling assistive technology Date
____________________________________________________________ __________
signature of superintendent or authorized official of district or public agency, or person purchasing assistive technology Date

Section B
______________________________declines to sell the assistive technology device(s)
school district or public agency
requested by _________________________________________________
requesting school district, public agency, or parent/individual person
on______________________for the following reasons:

. The assistive technology device is currently being used by another child (children)(client(s).

. The assistive technology device is a “general use” device and is not available for sale. It has been/is being modified for other children/clients.
. Other ___________________________________________________
____________________________________________________________ ______

signature of superintendent or authorized official of district or public agency Date

Sample Device Depreciation Spreadsheets

Assistive
Technology Device

Estimated
Useful
Life*

Device
Age

Estimating
Remaining
Life

Original
Purchase
Price

Depreciation

Current
Value

 

Alpha Smart Pro

5

2

3

$279.00

$111.60

$167.40

 

 

 

 

 

 

Macintosh cable

7

2

5

$10.00

$2.86

$7.14

 

downloading
software

7

2

5

$19.00

$5.43

$13.57

Carry case

7

2

5

$25.00

$7.14

$17.86

TOTAL

$333.00

$127.03

$205.97

*Note: Computers/AAC devices utilizing computer technology: 5 years.
Other types of devices: 7 years.
The Alpha Smart Pro is a word processing keyboard that the school purchased to implement a student’s IEP
writing objectives. The cable and software enable the student (or teacher) to upload information from the
keyboard to computer or vice-versa.
The above example illustrates how the depreciation model works for this package of device when the device
in question is 2 years old. The depreciation is figured by taking the original purchase price ($279) and
dividing it by the estimated useful life (5). The figure attained ($55.80) is multiplied by the device age (2)
and subtracted from the original purchase price ($279.00). This figure will be the current value ($167.40) for
the remaining life. Spreadsheet examples that continue on the next page, age other device packages to
provide an idea of how this process works for a range of devices.
Formula

Original Purchase
Price

$279.00

Original Purchase
Price

$279.00

Estimated Useful Life

(.
) 5

 

Subtotal II

(.
)111.60

Subtotal I

$55.80

 

Current Value

$167.40

Device age

(x) 2

Subtotal II

$111.60

Assistive Technology Device

Estimated
Useful
Life*

Device
Age

Estimating
Remaining
Life

Original
Purchase
Price

Depreciation

Current
Value

Kenx (Morse Code)

5

2

3

$780.00

$312.00

$468.00

Write Outloud

7

2

5

$99.00

$28.29

$70.71

Spec Switch

7

2

5

$42.00

$12.00

$30.00

Biggy curser

7

2

5

$99.00

$28.29

$70.71

Track Pad

7

2

5

$99.00

$28.29

$70.71

TOTAL

$1,119.00

$408.87

$710.13

*Note: Computers/AAC devices utilizing computer technology: 5 years.
Other types of devices: 7 years.

Assistive Technology Device

Estimated
Useful
Life*

Device
Age

Estimating
Remaining
Life

Original
Purchase
Price

Depreciation

Current
Value

 

Tactile/texture-based
symbols

7

2

5

$15.00

$4.29

$10.71

 

One-step
communicator (2)

7

2

5

$200.00

$57.14

$142.86

 

Tactile symbols
mounted on switch
caps (10)

7

2

5

$50.00

$14.29

$35.71

Power Link

7

2

5

$180.00

$51.42

$128.57

Switch

7

2

5

$42.00

$12.00

$30.00

 

Switch Interface

7

2

5

$135.00

$38.57

$96.43

 

TOTAL

$622.00

$177.72

$444.28

*Note: Computers/AAC devices utilizing computer technology: 5 years.
Other types of devices: 7 years.