Introduction
In this article by Loriekuv, we explore the important connection between assistive technology and Individualized Education Programs (IEPs) in special education. IEPs are guiding documents that describe the special education-related services specifically designed to meet the unique educational needs of students with disabilities. The IEP is a legally binding document that outlines the goals, objectives, present levels of performance, and related services recommended for the student. It ensures that the child’s education is customized according to their special needs and also records any special assistive technology the student may need in order to benefit from the general education curriculum.
What is Assistive Technology?
Assistive technology refers to the use of technology by individuals with disabilities in order to perform functions that might be difficult or impossible without it. It includes devices, items, or tools that help students with special needs function in classrooms. Many students with disabilities need assistive technology in order to access the general education curriculum and have an impact on their education. Assistive technology has made it possible for many individuals to have opportunities they never had before and provides options and solutions to many problems faced by individuals with certain physical or cognitive impairments.
The Impact of Assistive Technology on Education
Technology has had an enormous impact on public education for students with disabilities. Examples of assistive technology devices include electronic pointing devices used to control the cursor on a screen without the use of hands, ultrasound devices, infrared beams, eye movements, nerve signals, and brain waves. Sip-and-puff systems activated by inhaling and exhaling, wands and sticks worn on the head or held in the mouth or strapped under the chin used to press keys on a keyboard, and joysticks manipulated with hands, feet, or chin are also used to control the cursor on a screen.
Assistive Technology in the Classroom
Assistive technology also includes touch screens that allow direct selection and activation on a computer by touching the screen, making it easier to select options directly without the need for mouse movement or keyboard input. Reading tools for individuals with learning disabilities include software and hardware designed to make tests and text-based materials accessible to people who have difficulty reading. Options include scanning, reformatting, navigating, and speaking text aloud. These programs are especially helpful for individuals with difficulty seeing or manipulating conventional print materials, people with developing literacy skills or learning English as a foreign language, and people who comprehend better when they can hear and see the text highlighted simultaneously.
The Importance of Assistive Technology in IEPs
The Individuals with Disabilities Education Act (IDEA) of 1990 made significant changes to special education. Prior to IDEA 1990, students with disabilities often attended separate schools or classrooms in separate facilities. However, after the passage of IDEA 1990, the importance of access to the general education classroom for students with special needs became quite evident. It emphasized that students with disabilities should not be placed in separate classrooms or facilities unless it is necessary to meet their individual requirements. The law made it clear that students with disabilities deserve the resources and support they need to learn in the same environment as their classmates and reach their full potential.
Requesting an Assistive Technology Evaluation
If a student’s IEP team or concerned party, such as parents or educators, believes that the student may benefit from assistive technology, they can make a request for an assistive technology evaluation. This evaluation ensures that students with disabilities are provided with whatever resources they need in the classroom, providing them with opportunities to feel included, better supported, and more likely to succeed in ways that may not have been possible without assistive technology. As technology continues to advance daily, we are seeing possibilities that never seemed possible just 15 years ago. It is essential that we seize this opportunity to give students with disabilities the tools they need to accomplish their goals and achieve success.
Conclusion
In conclusion, the integration of assistive technology into special education through Individualized Education Programs (IEPs) has had a profound impact on the access and opportunities available to students with disabilities. By ensuring that assistive technology is included in the IEP process, students can receive the support they need to thrive in the general education classroom. This combination of special education services and assistive technology empowers students with disabilities to achieve the educational results they deserve. Let’s continue to prioritize the use of assistive technology in special education to provide equal opportunities for all students, regardless of their abilities.
References
– Individuals with Disabilities Education Act (IDEA) of 1990
– IDEA 97
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