State Department of Education Technical Assistance
SDE Technical Assistance Document in PDF
Assistive Technology Checklist, Appendix A, in PDF
TEXT VERSION
Technical Assistance Document
Assistive Technology for Children
and Youth with Disabilities
This publication, printed by the State Department of Education Printing Services, is issued by the Oklahoma State Department of education as authorized by 70 O.S.¿ 3-104. Fifteen hundred copies have been prepared using federal funds at a cost of 57cents per copy. Copies have been deposited with the Publications Clearinghouse of the Oklahoma Department of Libraries. January 2002
The federal regulations for implementation of the Individuals with Disabilities Education 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 children with disabilities."
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:
(a) evaluating 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, retaining, 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 provide services to, employ, or are otherwise substantially involved in the major life functions of an individual with a disability."
The 1997 reauthorization of IDEA added 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 ¿300.346(a)(2) Development, Review, and Revision of IEP
(2) Consideration of Special Factors.
"The IEP Team shall -- (v) consider whether the child requires assistive technology devices 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. The specific IDEA requirement for schools to provide AT is as follows:
34 CRF ¿300.308 Assistive Technology
"(a) 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-
(1) Special education under ¿300.26;
(2) Related services under ¿300.24; or
(3) Supplementary aids and services under ¿¿300.28 and 300.550(b)(2).
(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. "
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 in order 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
"(a) 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.
(b) 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" which includes 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, alternative methods of providing the services must be offered, 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.
(b) (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. "
The determination of need to provide AT devices and services is to be based upon whether the child requires these to obtain benefit from the IEP environment.
- The need for AT devices and services must be determined on an individual basis by the IEP team. The determination of a child's need for AT devices and services must not be based upon a category, severity, or class of disability.
- AT devices and services must be provided only under the provision of an IEP. The IEP team must specify if an AT devices and services are needed.
IEP teams might consider developing a list of indicators or questions to assist team members in determining if an AT evaluation is warranted. Such indicators could include, but not be 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?
It is not required that all children and youth with disabilities receive AT devices and services. The key provision is that the need for AT devices and services must be considered for all children with disabilities as determined to be necessary by the IEP team in the provision of a free, appropriate public education.
Assessing Assistive Technology for the IEP
In planning for evaluation of students for special education purposes, it is recommended that the team consider whether AT needs should be assessed during that process. Assistive technology devices and services should be considered in the special factor category for 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. Consideration should be given if the AT is necessary for the student to achieve, 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 these requirements could be completely or partially fulfilled by the student with a disability that is being accessed, if that student had access to appropriate AT.
The IEP is a tool that is used to plan, implement and evaluate progress in the special education and related services program for students with disabilities, and must be reviewed and revised annually. The student's need for AT must be assessed and determined on an individual basis by the IEP team.
When the IEP team recommends an AT device to be a part of the IEP, it is not necessary to indicate a brand name of the specific device the team is recommending. What is important is that the student gets the device he/she needs to benefit from the IEP. It is helpful to provide a complete description of the necessary features of the needed assistive device.
There are many places in the IEP where AT may be included:
- a statement of the child's present levels of educational performance,
- a statement of measurable annual IEP goals, including, short term objectives or benchmarks,
- a statement of 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,
- a statement of 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
- a statement of special factors to be considered.
Assistive technology information can be a part of the annual goals 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 technology will be used to accomplish a particular goal. The device would 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 Appendix A of the Federal Register, March 12, 1999, for the IDEA Amendments of 1997.
| 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 demonstrate satisfactory passing grades in the fourth grade general curriculum for language arts. Objectives: Dillon will demonstrate effective use of the spell checker in composing sentences and paragraphs with 80% accuracy in the spelling of his final drafts. Dillon will utilize the word processing writing process to develop and refine his composition skills with 75% 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 successfully increase her participation in nonacademic settings with nondisabled peers. Objectives/Benchmarks: By the end of the second nine weeks, Katie will respond using her picture communication wallet with increased accuracy and socially appropriate communication for satisfactory participation in art class, with nondisabled classmates and the teacher. |
List of Supplementary Aids and Services
AT can be a form of supplementary aid or service utilized to facilitate a student's education in a regular educational class or other appropriate education setting. Students with disabilities have the right to placement in the educational setting which is the least restrictive environment. In order to be successful in the least restrictive environment, students are to be afforded the supplementary aids and services are necessary to benefit from the IEP. The supplementary aids which may allow a student to remain 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 educational and social tasks.
AT is necessary as a supplementary aid and service if its use (along with other necessary aids) supports the student sufficiently to maintain the 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 can make independent, educational progress on his or her IEP goals in the regular classroom with the use of a computer and an augmentative communication device, but cannot make independent, educational 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 & 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 exercises that other students do with pencil and paper. |
The IDEA requires that special education and related services be made available to all children and youth with disabilities who require them. Related services are defined as: CFR ¿300.24 "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:
- audiology
- occupational therapy
- physical therapy
- psychological services
- medical services
- school health services
- transportation
- counseling services
- speech/language pathology
- social work services in school
- parent counseling and training
- recreation/therapeutic recreation
- early identification and assessment of disabilities
- assistive technology
- rehabilitation counseling
- orientation and mobility
This list of services is not exhaustive and may include other developmental, corrective, or support services if needed to benefit from special education. It is through this requirement that many school districts are providing students with disabilities AT devices and services. Related services must be provided 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 or a support service.
Preparation for the use of AT devices may be addressed in regards to other related services. An example of this concept would be occupational therapy needed prior to being able to access AT. Occupational therapy may involve determining correct positioning to utilize AT devices and exercises to prepare the student to use a computer keyboard or a communication board.
| IEP Example: - Related Services- As part of his speech therapy program, Mark will receive instruction in the effective use of an electronic communication device during social conversation in the regular classroom environment. |
Under the IDEA, a student must be receiving special education in order to be considered eligible for related services. However, under Section 504 of the Rehabilitation Act of 1973 the student may be eligible for auxillary services without having to be enrolled in special education.
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 reauthorized IDEA in mind; assistive technology should support the student's inclusion in the general curriculum and in the least restrictive environment to the greatest extent possible.
Should all students be considered for assistive technology?
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. The decision regarding the student's need for AT must be made on an individual student basis and must not be based solely on the category or 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 that child needs AT in order to benefit from their educational program. The IEP team may need to rely on an AT evaluation from a team of professionals. This 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 service locally. 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?
The first and foremost consideration of a comprehensive AT evaluation is that it is tailored to the individual student's needs. Depending on those needs, the evaluation might address functional issues such as, 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?
A systematic AT assessment process will ensure that decisions regarding the selection of AT devices are based on information regarding the student's abilities, needs, and environments. The AT process is characterized by a team approach, functional assessment techniques, and is ongoing in nature. Although most AT assessments are not standardized, the assessment process should be systematic and utilize a framework for effective decision making.
What is the role of the parent in this process?
The parents are members of the IEP team and have the right to have 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. They should provide information regarding functions such as fitting, customizing, at the very least, and adapting technology to their children.
What are the timelines for procuring and 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 as timely a manner as possible. The school district may not deny the provision of AT due to funding issues if a child requires the service to a benefit from the IEP.
Are personal use devices excluded?
It is up to the IEP team to decide on a case by case basis what AT is needed for the student to benefit from special education. If this device is 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 procuring 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 schools with the student. There are several other funding sources that may be used to provide needed AT devices:
- Medicaid
- Medicaid Early, Periodic, Screening, Diagnostic, and Treatment
- Medicaid Home and Community Based Waiver
- Medicaid In Home Support Waiver
- 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 device was purchased from the school 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 procured by the school?
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."
Who is responsible for maintenance and repair of equipment?
Repairs for AT devices used as part of the student's special education and related services should be handled through the school system. The school system is responsible for ensuring that the student receives substitute equipment while his or her device is being repaired.
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, consideration should be given to identifying the steps to be taken if the device needs repairs; how a substitute will be procured; and what other technology options, utilized 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 transferring to another school or to a post-school program?
Transfer of equipment between school programs should be considered by local schools. The transfer of AT equipment for a student transitioning from school to post-school programs could be discussed by participating agencies. Memoranda of Understanding or Interagency Agreements between agencies that procure AT is one approach to this issue.
What should happen when an assistive technology device is no longer appropriate for a student?
First, an AT evaluation should be conducted to determine what type of device is needed. If the AT device is no longer appropriate for a student, the student should receive a new device that is appropriate, and the old device might be made available to another student or to a centralized loan program.
Do parents have the right to request a due process hearing over the provision of assistive technology?
Yes, as 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 challenge whether an educational program is free and/or appropriate for a child with disabilities, or a child purported to have a disability.
What are helpful 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. In coordination with OATC, specific Regional Education Service Centers (RESCs) provide a network of AT assistance, materials, and information through the Oklahoma Public Schools Assistive Technology Loan Program. In addition, Oklahoma ABLE Tech is a federally funded state program that provides training and information and referral on assistive technology. You may call (405) 521-4155 to locate the RESC nearest you. Additionally, OATC is located at 1600 North Phillips, Oklahoma City, Oklahoma 73104, (800 700-OATC (6282) and Oklahoma ABLE Tech is located in the OSU Wellness Center at 1514 West Hall of Fame, Stillwater, Oklahoma 74078, (800) 257-1705.
The checklist is in a graph format and can be viewed as a PDF as well.
Student ______________________________ School __________________________
1. Please check the instructional or access areas in Column A that are appropriate for the student. Please leave blank any areas, which are not relevant to the student. Specify all relevant tasks (e.g. copying notes from board) within each area in the space provided.
2. Place a check in Column B if the student is able to independently complete the tasks selected in Column A. For areas in which the student can complete the task independent, it will not be necessary to complete Columns C-F.
3. If the student is able to complete the tasks specified in Column A with modifications/accommodations, standard classroom tools, or assistive technology devices currently in place, describe in Columns, C, D, and E.
4. If the student is not able to complete specified tasks independently or with modifications/accommodations or technology, complete Column F.
|
Specify all relevant tasks within each of the areas below that the student is required to perform. |
B Independent |
C Modifications Accommodations |
D Standard Classroom Tools |
E Assistive Technology Tools Currently Available |
F Additional Technology Needed |
| Writing | |||||
| Spelling | |||||
| Reading | |||||
| Math | |||||
| Study Skills | |||||
| Oral Communication | |||||
| Aids to Daily Living | |||||
| Recreation & Leisure | |||||
| Pre-vocational/Vocational | |||||
| Seating & Positiong | |||||
| Mobility (including orientation & mobility or travel training) | |||||
| Other Specify: |
Specify any assistive technology services required by this student.
Consideration Checklist Completed by: Position Date
References: Central Instructional Support Center (1996). A Focus on Accommodations for Learning. Harrisburg, PA
Missouri Assistive Technology Initiative (1998). IEP Consideration of Assistive Technology. Independence, MO
Wiscopnsin Assistive Technology Initiative (1998). Assistive Technology Consideration Guide. Amhurst, WI
Zabala, Joy (1996). Get SETT for Success in Assistive Technology. Featured Presentation, Southeast Augmentative Communication Conference, Burmingham, AL
This document was adapted from the Georgia Project for Assistive Technology (528 Forest Parkway, Suite C, Forest Park, GA 30297), 1998. Permission to photocopy is granted for noncommercial purposes if this credit is retained.
Frequently Used Modifications and Assistive Technology Solutions for Instruction and Access Appendix page 3
| Instructional or Access Area | Modifications of Task and Expectations | Standard Tools | Assistive Technology |
| Writing | -Increased time for completing assignments. -Decreased length of assignment/number of responses -Oral dictation as an alternative to writing -Peer notetaker -Form of assignment changed to multiple choice, fill-in-the-blank -Webbing-concept mapping strategy, used for brainstorming |
-Crayon/Marker -Pencil -Pen -Typewriter -Computer with word processing software |
-Pencil grip or other adapted grip -Adapted paper (bold line, raised line, different spacing, secured to desk, paper stabilizers) -slant board -No-slip writing surface -Tape recorder -Portable word processor (e.g., PC-5, AlphaSmart, etc) -Notetaking device (e.g. Braille, adapted tape recorder.) -Computer with word processing software with adaptive input hardware and/or software (e.g., keyguard, keyboard utilities, enlarged keyboard, touchscreen, trackball, switch access, word prediction software, voice-dictation software, Braille input, etc.) -Computer with word-processin gsoftware and appropriate output software (e.g., screen enlargement, screen reading software, etc.) -Computer with appropriate process and editing tools (Outlining software, multimedia software, grammar and spell checkers, talking word processors) |
| Spelling | -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 |
-Print dictionary -Instructional software to enhance phonics and spelling skills -Computer with word processing software with built-in spell checker |
-Tape recorder with difficult to spell words recorded -Hand-held spell checker without auditory output -Hand-held spell checker with auditory recognition of entered word -Portable word processor with built-in spell checker -Computers with word processing program and adaptive features (talking spell checker, word prediction software, etc.) |
| Reading | Peer/adult reading -High interest, lower reading level materials -Increased time for completing reading materials -Decreased length of assignment -Simplify text |
-Textbooks -Worksheets -Printed information on board -Printed test materials -Instructional software to reinforce or enhance basic reading and/or reading comprehension skills |
-Reading aids (e.g. talking spell checker or dictionary as a word recognition aid, etc.) -Electronic books (e.g. disk or CD-ROM) -Alternatives or supplements to printed information (e.g. tape recorded or talking books, computer based talking word processing program with adaptive input as needed, screen reading software with adapted input as needed, etc.) -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.) |
| Math | -Change format of assignment (executive write answers only) -Peer adult reading of problem and recording of answers -Reduce number of problems |
-Manipulative (beads, etc.) -Abacus -Number line -Math fact sheet (e.g. multiplication facts) -Calculators with print output. -Instructional software to enhance and remediate math skills. |
-Modified paper (graMoph, enlarged, raised line, etc.) -Talking calculator with speech output -Calculator with large print display -Calculator with large keypad -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 Skills | -Assignment sheet provided by peer and/or adult -Outlines of key points |
-Instructional materials including software to remediate deficit areas, to teach compensation strategies, and focus on strengths | -Print or picture schedule -Organization aids (e.g. color-coding, appointment book, etc.) -Tape recorder -Electronic organizer -Computer based electronic organizer with adapted input, and output provided as needed -Speech prompting device |
| Oral Communication | -Allow nonverbal responses as appropriate | -Organizing diagram for presentations | -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) |
| Aids to Daily Living | Eating utensils (e.g. spoon, cup. etc.) | -Adapted eating aids (e.g. grips for standard eating utensils, adapted cups/glasses, etc.) -Adapted dressing aids (e.g. buttonholers, 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). |
|
| Recreation & Leisure | -Puzzles -Games -Toys -Music (e.g. tape player, CD-ROM, etc.) |
-Knobs for puzzles -Spinners for games -Switch accessible toys (commercially available or switch accessible through switch interface) -Power control units |
|
| Pre-vocational & Vocational | -Sorting and assembling materials -Office equipment |
-Individualized modification of pre-vocational equipment to meet student needs | |
| Seating, Positioning, & Mobility | -Classroom chairs | -Adaptive classroom equipment (e.g. prone and supine standers, side lyers, adapted chairs with seating modifications and support, etc.) -Walkers -Crutches/canes -Manual wheelchairs -Power wheelchairs |
Appendix B
Assistive Technology Devices
Purchases/Sales Agreement Form and
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
__________________________(school district or public agency) agrees to sell "as is" the assistive technology device(s) described below to(purchasing school district, public agency, or person) _________________________for use by (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.
________________________ (school district or public agency) 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)
__________________________________
superintendent or authorized official of district or public agency, or person purchasing assistive technology
__________(date)
Section B
____________________________ (school district or public agency) declines to sell the assistive technology device(s) 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: Alpha Smart Pro
Estimated Useful Life* 5
Device Age 2
Estimating Remaining Life 3
Original Purchase Price $279.00
Depreciation $111.60
Current Value $167.40
Assistive Technology Device: Macintosh cable
Estimated Useful Life* 7
Device Age 2
Estimating Remaining Life 5
Original Purchase Price $10
Depreciation $2.86
Current Value $7.14
Assistive Technology Device: downloading software
Estimated Useful Life* 7
Device Age 2
Estimating Remaining Life 5
Original Purchase Price $19.00
Depreciation $5.43
Current Value $13.57
Assistive Technology Device: carry case
Estimated Useful Life* 7
Device Age 2
Estimating Remaining Life 5
Original Purchase Price $25
Depreciation $7.14
Current Value $17.86
Total: Original Purchase Price: $333.00
Depreciation: $127.03
Current Value: $205.97
*Note: Computers/AAC devices utilizing computer technology: 5 years. Other types of devices: 7 years.
The Alpha Smart Pro is a work processing keyboard that the school purchased to implement to 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
Estimated Useful Life (divided by) 5
Subtotal I $55.80
Device age (x) 2
Subtotal II $111.60
Original Purchase Price $279.00
Subtotal II (-) 111.60
Current Value $167.40
Assistive Technology Device: Kenx (Morse Code)
Estimated Useful Life* 5
Device Age 2
Estimating Remaining Life 3
Original Purchase Price $780
Depreciation $312
Current Value $468
Assistive Technology Device: Write Outloud
Estimated Useful Life* 7
Device Age 2
Estimating Remaining Life 5
Original Purchase Price $99
Depreciation $28.29
Current Value$70.71
Assistive Technology Device: Spec Switch
Estimated Useful Life* 7
Device Age 2
Estimating Remaining Life 5
Original Purchase Price $42
Depreciation $12
Current Value $30
Assistive Technology Device: Biggy Cursor
Estimated Useful Life* 7
Device Age 2
Estimating Remaining Life 5
Original Purchase Price $99
Depreciation $28.29
Current Value $70.71
Assistive Technology Device: track pad
Estimated Useful Life* 7
Device Age 2
Estimating Remaining Life 5
Original Purchase Price $99
Depreciation $28.29
Current Value $70.71
*Note: Computers/AAC devices utilizing computer technology: 5 years. Other types of devices: 7 years.
Assistive Technology Device: tactile/texture based symbols
Estimated Useful Life* 7
Device Age 2
Estimating Remaining Life 5
Original Purchase Price $15
Depreciation $4.29
Current Value$10.71
Assistive Technology Device: one-step communicator
Estimated Useful Life* 7
Device Age 2
Estimating Remaining Life 5
Original Purchase Price $200
Depreciation $57.14
Current Value$142.86
Assistive Technology Device: tactile symbols mounted on switch caps (10)
Estimated Useful Life* 7
Device Age 2
Estimating Remaining Life 5
Original Purchase Price $50
Depreciation $14.29
Current Value $35.71
Assistive Technology Device: power link
Estimated Useful Life* 7
Device Age 2
Estimating Remaining Life 5
Original Purchase Price $180
Depreciation $51.43
Current Value $128.57
Assistive Technology Device: switch
Estimated Useful Life* 7
Device Age 2
Estimating Remaining Life 5
Original Purchase Price $42
Depreciation $12
Current Value $30
Assistive Technology Device: switch interface
Estimated Useful Life* 7
Device Age 2
Estimating Remaining Life 5
Original Purchase Price $135
Depreciation $38.57
Current Value $96.43
*Note: Computers/AAC devices utilizing computer technology: 5 years. Other types of devices: 7 years.
Resource: Delaware Tech Project, Legislative Task Force State of Delaware subcommittee
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