AND

THE INDIVIDUALIZED EDUCATION PLAN

A Collaborative Effort by:

Sara Sack and Chuck Spellman

Assistive Technology for Kansans Project

University of Kansas

and

Marnie Campbell and Michael Remus

Student Support Services Team

Kansas State Department of Education

1997

WITH CONTRIBUTIONS FROM:

Bill Graves, Governor

Andy Tompkins, Commissioner of Education

Mike Remus, State Director

Marnie Campbell

Joan Houghton

Basil Kessler

Sara Sack

Chuck Spellman

Sheila Simmons

Jackie Dwyer

Marnie Wuenstel

Pat White

Chuck Sack

Judie Lee

Donya Schroeder

Additional information can be obtained by contacting:

Sara Sack                                                                Marnie Campbell

Assistive Technology for Kansans                      Kansas State Dept. of Education

2601 Gabriel                                                        120 SE 10th Avenue

Parsons, KS  67357                                            Topeka, KS  66612

(316) 421-8367 V/TDD                                     (800) 203-9462 V

(316) 421-0954 Fax                                    (785) 296-1413 Fax

E-mail: ssack@parsons.lsi.ukans.edu          E-mail: mcampbell@ksbe.state.ks.us                                      

TABLE OF CONTENTS

                                                                                                         Page

Should Assistive Technology Be Considered?............................       1

Parent Rights ............................................................................               15

Sample Goals and Objectives ...................................................           17

Dispute Resolution ...................................................................              21

          What Should I Do if I Disagree? .......................….............             21

          Mediation ........................................................................         21

          Formal Complaint ...........................................................             22

          Due Process Hearing .......................................................       23

Funding of Assistive Technology ................................................     24

          Medicaid ...........................................................................     24

          Home and Community-Based Services (HCBS) Waivers…     24

          Infant-Toddler Services (Part C of IDEA) .......................…     24

          Private Health Insurance ...................................................     24

          Services for Children with Special Health Care Needs .….      24

          Disability Programs ...........................................................     25

                    Deaf-Blind Fund ....................................................…     25

                    Durable Medical Equipment Fund ............................     25

                    Family Subsidy .........................................................      25

                    Family Support ........................................................      25

          Other Funding Resources ...................................................    25

          Assistive Technology for Kansans Funding Manual ......... ..    26

Is It Always Necessary to Buy Assistive Technology Devices?…….    26

Post-School Transition and Assistive Technology .................….        27

Frequently Asked Questions .................................................…..       30

State Resources ........................................................................         40

          Northeast Kansas .......................................................…..         44

          North Central Kansas ......................................................        45

          Western Kansas ........................................................….....     46

          South Central Kansas ......................................................        47

          Southeast Kansas .............................................................     48

SHOULD ASSISTIVE

TECHNOLOGY BE CONSIDERED?

TIME IS PRECIOUS, DO I REALLY NEED TO

READ THIS BOOKLET?

Assistive technology may make it possible for a student receiving special education services to:

1.  Receive educational services in the same school and classroom as students who do not have Individualized Education Programs (IEPs). 

2.  Have more access to instruction and other activities provided by the school. 

3.  Learn from classroom activities at a much faster rate. 

4.  Make more progress in speech and language therapy, occupational therapy, physical therapy, mobility, orientation, and other related service programs.

(Adapted from "Determining the Educational Relevance of Assistive Technology Devices and Services," Has Technology Been Considered,  Council of Administration of Special Educators, Albuquerque, NM, 1997.)

SCHOOL DISTRICTS WHO ROUTINELY PROVIDE ASSISTIVE TECHNOLOGY SAY THAT. . .

“People think that technology will be expensive, but many items are surprisingly inexpensive.”

          We estimate that on a statewide basis the cost for assistive technology, including software, will average approximately $15 per student.  Furthermore, according to the following national data on providing technology in the workplace, most assistive technology devices are priced quite reasonably. 

•   31% of assistive technology devices can be obtained at no cost

•   38% of assistive technology devices cost from $1 to $500

•   19% of assistive technology devices cost from $500 to $1,000

•   11% of assistive technology devices cost from $1,000 to $5,000

•   1% of assistive technology devices cost over $5,000

(Koshakji, A. (1997).  Focus on Technology for the Diverse Workforce.  A report from the Technology for the Diverse Workforce Conference, Knoxville, TN.)

“If the educational team determines that assistive technology devices and services are needed, then the need should be documented on the IEP.”

      Assistive technology is just a service that the school district is legally required to provide if the team determines it to be necessary for the student to benefit from education. 

“There are many ways for school districts to provide assistive technology.”

      If assistive technology devices are necessary for the student to learn and the team lists this device and/or service on the IEP, then the school will need to provide the device. 

      In addition to the various special funding streams, there are a number of other ways for the school district to provide the device:

•      Purchase the device from funds available to all schools through the Medicaid “Bundled Rate.”  The student would not have to have a Medical card for the school to be able to use this fund to purchase assistive technology devices and services.  Ask your local director of special education how many dollars are available in this special account.

•   If the student has a medical card, the school and local vendor may be able to work together to use Medicaid resources to get the needed assistive technology and may not need to use funds from the “Bundled Rate” fund.  Note:  Prior authorization from Medicaid is required for devices purchased through the individual’s plan. 

•   If the student has disabilities in both vision and hearing, someone should contact the State Department of Education about using the Kansas Deaf-Blind fund.

•      Obtain funds through private resources such as Easter Seals, United Cerebral Palsy, local foundations, civic organizations, and churches.

•      Lease the device from a vendor or rehabilitation center.

•  Use private insurance with parents’ permission

Note:  This can be a problem because many insurance policies have  a lifetime limit on how much you can spend.  If there is a lifetime “cap” on the child’s policy, the parents may not want to use their insurance to purchase assistive technology devices the school is required to provide.  Using health insurance is voluntary for families.

•      Borrow the device on short-term loan from the Assistive Technology for Kansans Interagency Equipment Loan System (1-800-526-3648), from other school districts, educational cooperatives, or educational service centers. 

Note:  If the needed device is not available for loan in a few weeks, the school will need to find another way to get the device.

•      Contact your Regional Assistive Technology Access Site for other funding options by calling 1-800-KAN DO IT (1-800-526-3648).

•   If you have access to the internet, review the Funding Manual available at  < http://www.atk.lsi.ukans.edu>.

“It's important to provide technology as soon as the need is identified.”

      Both state and federal regulations require that the device be provided as soon as the need is identified.  In practice, the device needs to be ordered within 2 weeks of the time it is identified.  It is not permissible to have the student wait until the money has been secured before the device is ordered.  If there is an unavoidable delay, the device needs to be leased, rented, or borrowed while the funding is being finalized.

"It's important to plan to keep assistive technology up-to-date and in good working condition."

      Even though technology is surprisingly trustworthy, upkeep and repair of devices needs consideration.  When assistive technology devices are taken  home, families can help by keeping batteries charged and by making sure that devices return to school with the child.

      The school district will want to plan to assure that resources are available to keep devices functional and to have a “back-up” plan if the device is broken or needs to be sent for repair or maintenance.  If the device needs to be replaced or repaired, it may be necessary to lease, rent, or borrow a device during the interim.

      It is helpful to know that Kansas has an Assistive Technology Lemon Law, a consumer protection law which supports the replacement of faulty devices.

 “I DO NEED TO KNOW MORE ABOUT ASSISTIVE TECHNOLOGY!”

      The first step in considering whether technology can support a student is to look across the student's day to identify if there are areas where the student needs to be more independent or productive.  Various assistive technology devices, strategies, and services are available that allow a child to fully participate in classroom and other school activities.

What is an assistive technology device?

      According to the Individuals with Disabilities Education Act (IDEA), assistive technology devices are defined as “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 functional capabilities of individuals with disabilities” (IDEA, Sec. 602(1)).

What devices are covered by this law?

      Because Congress did not want to limit the range of tools and equipment that might be made available to individuals with disabilities, the legal definition of an assistive technology device is very broad.  Thousands of items meet this definition.  Assistive technology devices are items that can help students live, learn, work, play, talk, and move around more independently.

Examples of assistive technology devices that can help a student live:

1.  A spoon with an easy-grip handle

2.  A motion sensor light that turns on when you come into a room

3.  A wheelchair ramp, lift, and stair glide

4.  A switch to turn on a blender

5.  An electronic device that talks

6.  A phone with volume control

Examples of assistive technology devices that can help a student learn:

1.  Books on tape

2.  Closed captioning on classroom videos

3.     Electronic page turners

4.     Computer equipment and adaptations

5.  Laptop trays for wheelchairs

Examples of assistive technology devices that can help a student work:

1.     Vibrating alarm clock

2.  Car with hand-controlled brakes and accelerators

3.  Wrist support for typing

4.  Speaker phone

5.     Computer keyboard with large keys

6.  Brailled instructions for a work task

Examples of assistive technology devices that can help a student play:

1.  Switch to run an electric train set

2.  Bicycle with hand pedals

3.  Rubber stamp with large-grip handle

4.  Switch-activated fishing reel

5.  Large print playing cards and card holder

6.  Beeping balls or goal posts

Examples of assistive technology devices that can help a student talk:

1.     Electronic devices that talk

2.  Photos or line drawings

3.  Sign language on printed cards

4.  Printed word cards

Examples of assistive technology devices that can help a student move around:

1.  Walkers

2.  Battery-operated car

3.  School buses with lifts

4.  Scooters

5.     Wheelchairs (powered and manual)

6.  White canes

“HOW CAN I MAKE SURE I HAVEN’T FORGOTTEN ANYTHING?”

      The Council for Exceptional Children in 1997 suggested the following categories of information about assistive technology: 

Positioning Technology  Positioning systems may allow the child to participate in educational activities.  Examples may include:  sidelying frames and floor sitters;  straps, trays, and standing aids; and bean bag chairs/sand bags, customized wheelchairs, and chair inserts.

Self-Care Supports  Assistive devices may be necessary for some children to eat, dress, and take care of themselves.  Items that may be helpful include:  adapted utensils, modified toilet seats, aids for brushing teeth, washing, and dressing.

Augmentative Communication Devices  Devices to assist children in communicating may be used both in school and in the community.  These include: symbol systems, communication boards, electronic communication devices, speech synthesizers, or communication enhancement software.

Environmental Controls  These devices enable the student to use equipment independently in the classroom, home, community, and work.  Examples are remote-control switches and special adaptations of on/off switches that allow the student to operate the equipment.

Assistive Listening Devices  These devices enable students to hear their teachers, classmates, and family members better.  Examples of items that can assist students in hearing are hearing aids, personal FM units, sound field FM systems, telephone text device (TTD), closed captioned TV, and mild-gain hardware systems.

Visual Aids  Some general methods for assisting students with vision needs include increasing contrast, enlarging images, and making use of tactile and/or auditory material.  Some devices that assist with vision are:  magnifiers or telescopes, closed circuit televisions (CCTVs), cassette recordings, large print books, Brailled materials, and various computer screen reading adaptations.

Mobility Devices  Students with physical disabilities and those who have visual problems may require assistance with mobility.  Examples of items that may be utilized include self-propelled walkers, manual or powered wheelchairs, and powered recreational vehicles like bikes and scooters.  For those with vision loss, some examples of mobility devices may also be necessary, for example:  white canes, electronic image sensors to provide information through vibration, and telescopic aids for reading signs or spotting other landmarks.

Physical Education, Leisure, and Play Adaptations  Assistive technology can enhance a student’s social interactions.  Adapted recreational activities may include drawing software, computer games, computer simulations, painting with a head stick, interactive laser disks, and adapted puzzles.  Wheelchairs adapted for participation in sports, game rules in Braille or on audiocassette, switch-activated fishing reels, adapted fitness and exercise equipment, and swimming pool lifts also are examples.

Computer Access  Assistive technology devices may be the means by which a child can use a computer.  Computer access may be accomplished through input and feedback devices, such as switches, expanded keyboards, key latches, and electronic communications.  Another element of computer use is “output,” which can include text enlargement, synthesized speech, or Braille.

Computer-Based Instruction  These devices enable a student to interact more independently with the curriculum.  Software that parallels the general education curriculum, but allows for alternative ways of responding to exercise and learning activities can be selected.  Software can also provide the tools for written expression, spelling, calculation, reading, basic reasoning, and higher-level thinking skills.

It is also common to use devices from several categories in combination to meet a student's needs.  For example, a student with visual impairments may also require mobility aids, such as a white walking cane.

(Adapted from:  The Council for Exceptional Children. (1997). Has technology been considered?  A guide for IEP teams.  Reston, VA.) 

“THIS SOUNDS GOOD. . . WHAT ELSE SHOULD I BE THINKING ABOUT?”

      There’s more to assistive technology than just providing the devices.  In many situations, services to support the student’s use of the devices are also needed.  Assistive technology services support the student, parents, and teachers in selecting, acquiring, and learning to use assistive technology devices.  The same law (IDEA) that defined assistive technology devices defines assistive technology services as:

1.         Evaluating the technology needs, including when appropriate, an evaluation in the classroom or other places where the student will be using the device.

2.         Purchasing, leasing, or otherwise acquiring the assistive device for the student.

3.         Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices.

4.         Coordinating the use of assistive technology with other therapies, services, or programs that are associated with educational and rehabilitation efforts.

5.        Training and technical assistance to the student and, when appropriate, to the family, school staff, employers, or others who are involved with the student (IDEA, Sec. 602(2)).

“ARE ASSISTIVE TECHNOLOGY DEVICES AND SERVICES AVAILABLE FOR CHILDREN OF ALL AGES?”

      Yes.  In Kansas, services for children from birth to age three are coordinated through Kansas Infant-Toddler Services.  Students from 3 through age 21 (if the student has an Individualized Education Program) are eligible for services through their school program.  When students who have IEPs reach age 14, the team is required by law to begin planning for the student’s move from secondary education to other settings.  More information about transition planning is included in the section entitled “Post-School Transition and Assistive Technology, pages 27-29.

“WHERE DO I GO FROM HERE?”

      To consider assistive technology needs of the child, parents, teachers, and friends who know the student will need to be active members of the team.  As the child’s needs and interests change, membership on the team also should change.  Who might be on this team, besides the parents and often, the student?  Depending on the student’s individual situation, members on the child’s team could be an assistive technology specialist, teacher, speech-language pathologist, audiologist, physical therapist, orientation and mobility instructor, vision specialist, administrator, school nurse and others.  One of the new requirements in the IEP section of the federal law is that for each student eligible for special education services, the IEP team must “consider whether the child needs assistive technology devices and services” (IDEA, Sec 614(d)(3)(B)(v)).  Discussions about assistive technology should be documented on the IEP and/or in the meeting notes.  Decisions made and the reasons for them should be included.  If the team concludes that an assistive technology evaluation should be completed, that should be listed on the IEP.  If an assistive technology device and/or service is needed, those also are listed on the IEP.

Note:  Parents may feel more informed and better prepared to participate on their child’s IEP team if they review the Parents Rights section on pages 15-16.

“WHAT HAPPENS IF TEAM MEMBERS THINK THEY DON’T HAVE THE TRAINING OR INFORMATION NECESSARY TO MATCH THE NEEDS OF THE STUDENT WITH THE APPROPRIATE ASSISTIVE TECHNOLOGY DEVICES AND SERVICES?”

      It is unreasonable to expect every team member to know or have direct experience with every possible assistive technology device.  After all, over 23,000 devices are currently available to support an individual’s ability to live, learn, work, and play more independently!

      It is reasonable to expect, and the law (IDEA) actually requires that an individual knowledgeable in the area of assistive technology be a member of the team.

      There are several inexpensive ways that schools can expand the child’s team to assure that assistive technology supports are fully considered.  The school district could:

•   Ask for help from their special education cooperative or educational service center.

•          Consult the Resource Guide (pp. 40-48) and contact a Technology Expert of Kansas (TEK) or other professional from your area.

•   Call the regional Assistive Technology Access Site and ask for help (1-800-526-3648).

•   Call the Student Support Services Team in Topeka and ask for assistance (1-800-203-9462).

•   Take advantage of the many training sessions available across the state.  For the current training calendar, contact the Regional Assistive Technology Access Site in your area, Student Support Services Team in Topeka, or visit the Assistive Technology for Kansans website at <http://www.atk.lsi.ukans.edu>.

 “WE HAVE A TEAM WITH MEMBERS KNOWLEDGEABLE IN THE AREA OF ASSISTIVE TECHNOLOGY.  WHAT HAPPENS NEXT?”

      The team should begin looking at the student’s entire day to identify areas where support is needed.  The lists on pages 4-7 of this booklet may help the team identify ways to help the student be more independent, learn at the rate of his or her classmates, and reduce fatigue.

      Educational teams could begin the process by asking these questions:

(North Dakota Assistive Technology Project, 1997, Division of Vocational Rehabilitation, Cavalier, ND.)

      To help the team look at ways to access the general education curriculum, the team should meet as a group to identify tasks that are difficult for the student.  Questions to consider include:

•          Would it help to change the way information is presented? (Educators refer to this as the “instructional method.”)

•          Could the task or assignment be modified?

•          Could the task or assignment be taught in instructional activities?

•          Would an assistive technology device support the student?

•          Could the sequence of the task be changed?

•          Could the rules of the task be changed?

      For example, a team that supports a student who has difficulty writing might consider:

1.         Could the assignment be completed verbally?

2.         Could the written assignments be shorter?

3.         Could low-tech solutions such as pencil grips, wrist supports, or paper stabilizers be used to support writing?

4.   Does the student need a word processor or computer with word prediction software to complete the assignment?

      Regardless of whether the team decides to change the way information is presented, to modify the task, or to try assistive technology, it is important to write down some information, take notes on what was attempted, the length of time it was tried, and whether the approach was successful.  If the data indicate that the student is still having difficulty, another method, task, or device should be tried.  Is the student making satisfactory progress?  Looking at the student's data, the team will ask:

1.   Is this strategy working?

2.   Does the student like this approach?

3.   Is the student able to use this approach in places other than school?

4.   Is the student as independent as possible?

5.   Is the solution likely to be acceptable within the student’s community and appropriate within the family’s culture?

      Team members may not always agree on what would be the best approach to solve a problem.  To make reasonable decisions, teams actually compare various approaches and carefully measure which one is most effective for the student.  For example, team members recently had different opinions about two voice-activated software programs.  The team decided that the student should try both devices.  A side-by-side comparison showed the student’s clear preference for one of the devices.

      In reality, the student has the most at stake about finding the best solution.  What might happen if the student is not asked?  Two experienced professionals recently recommended a device for a student, only to discover that he did not like the device and refused to use the one recommended.  Together they selected another device that was functional and met his personal criteria.

      Evaluation of assistive technology and other support strategies needs to continue regularly throughout the year.  According to the law (IDEA amendments of 1997), the team is required to meet at least annually, and the student’s progress must be reported at least as often as grade cards and progress reports are issued in general education.  However, because both technology and student needs change rapidly, teams may review progress more frequently.

      When teams meet, they will also want to review services as well as devices.  Resources to support the use of technology should be listed on the IEP.  Identifying appropriate technology and securing needed related services, such as physical therapy or mobility training, is only part of the task.  Teams also need to consider the following issues as they create and review the student’s IEP:

1.   Have time and resources been set aside to keep the device current?  For example, vocabulary on the communication device will need to be updated to support current classroom lessons and extra-curricular activities.  As students grow, changes in mobility and positioning equipment may also be necessary.

2.   The plan needs to include a provision for maintenance and routine service.  What happens when the device is not working properly?  Has a loaner or alternate device been identified?

3.   Is training or technical assistance needed for family members, school staff, employers, or others involved with the student? 

4.   If the device is needed in several settings, have arrangements been made to have the device available?

“HOW IS THE NEED FOR ASSISTIVE TECHNOLOGY DEVICES AND SERVICES DOCUMENTED ON THE IEP?”

      Assistive technology needs and strategies can be listed and documented several places on the student’s IEP.  Use of instructional strategies and supportive devices are often included within the:

·          measurable annual goals and benchmarks/short-term objectives section,

·          supplementary aids and services section, or in

·   the related service section of the IEP.

For assistive devices and services to be provided, they must be listed on the IEP!  To help teams draft the IEP, sample goals and objectives have been included on pages 17-20.  If the team needs further assistance in writing goals or justifying the need for assistive technology, contact your regional Assistive Technology Access Site (1-800-526-3648) or the Student Support Services team in Topeka (1-800-203-9462).

“WHAT SHOULD A TEAM MEMBER DO IF THEY DISAGREE WITH THE TEAM’S DECISION?”

      According to federal law, there are options for families and school personnel when they disagree.  It is always best to resolve differences at the place closest to the conflict.  This may be with the classroom teacher, building principal, chair of the multidisciplinary or IEP team, special education director, superintendent, or president of the local school board.  Other groups or agencies, such as Families Together (1-800-264-6343), Kansas Advocacy and Protective Services, Inc. (1-800-432-8274), and the Assistive Technology for Kansans Project (1-800-526-3648) may be able to help by providing information or assistance.

      Through the Kansas State Department of Education, possible methods to use to resolve disputes are:

•          Mediation

•          Formal complaint

•   Due process hearing

      For further information on these methods, see the “Dispute Resolution” section, pp. 21-23.

“WHAT ELSE DOES THE TEAM NEED TO KNOW?”

      This booklet was written to help team members find current information and get better results from team meetings and educational plans.  Hopefully, it will serve as a practical guide for students, parents, teachers, and other team members.  While this booklet provides information, it cannot answer all questions.  The resources listed throughout the booklet and in the last section can help teams find solutions to additional questions that arise. 

      By going through the processes described in this booklet, teams will be better able to consider a student’s need for assistive technology devices and services.  Short-term gains may be obvious to the family and school personnel.  Ultimately, however, the students may experience critical long-term benefits--like being more independent at school, home, work, or play.  Isn’t that what we want for all students?

PARENT RIGHTS

      As a parent of a student with special needs, you have many rights including the right to be a full partner in making decisions about assistive technology device(s) and service(s).  You also have the right to:

•          Help decide what your child will learn in school.  This means that you have a right to attend your child’s IEP meeting and actively participate in developing the IEP.