Assistive Technology

IDEA mandates that public school districts provide assistive technology devices and services for students with disabilities, if required to access a free appropriate public education. The Office of Special Education Services at the South Carolina Department of Education provides guidance, technical assistance, and training to school districts in South Carolina on the topics of assistive technology, accessibility, and accessible educational materials.

Definitions, Terms & Regulatory Guidance

Definitions & Terms

Assistive Technology Device:
“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 a child with a disability”… not including “a medical device that is surgically implanted, or the replacement of such a device.” (20 U.S.C. 1401(1))
Assistive Technology Service:
… any service that is directly assisting an individual with a disability in the selection, acquisition, or use of an assistive technology device..." (20 U.S.C. 1401(2))
Accessibility:
The design of applications, materials, devices, and environments that enables all learners to access equal information, engage in equal interactions, and enjoy equal services with substantially equivalent ease of use. The person with a disability must be able to obtain the information as fully, equally and independently as a person without a disability. (Joint Letter US Department of Justice and US Department of Education, June 29, 2010)
Accessible Educational Materials (AEM):
“Accessible educational materials, or AEM, are print and technology-based educational materials, including printed and electronic textbooks and related core materials that are designed or converted in a way that makes them usable across the widest range of individual variability regardless of format: print, digital, graphic, audio, video (AEM Center).

Guidance

Assistive Technology Federal Guidance

The U.S. Department of Education’s Office of Educational Technology and the Office of Special Education Programs released in January 2024 a comprehensive guidance package designed to:

increase understanding of the Individuals with Disabilities Education Act’s (IDEA’s) assistive technology (AT) requirements
dispel common misconceptions regarding AT
provide examples of the use of AT devices and services for children with disabilities
highlight the different AT requirements under Part C and Part B of IDEA.

Guidance Package includes:

A joint Dear Colleague Letter announcing the release of the guidance package (from Glenna Wright-Gallo, Office of Special Education and Rehabilitative Services and Roberto J. Rodríguez, Office of Planning, Evaluation, and Policy Development)
A guidance document titled Myths and Facts Surrounding Assistive Technology Devices and Services

Accommodations and Customized Forms

Services Provided

Technical Assistance

OSES offers technical assistance to school districts based on a Tiered level of Supports
Levels of Evidence-based Practice Supports

Tier 1: Addressing overall universal supports intended to provide LEAs/SOPs across the state with a consistent message, resources and best practices to support all students
Tier 2: Targeting strengths, needs, and priorities for change by implementing practices which are likely to lead to more positive outcomes for students with disabilities.
Tier 3: Identifying and addressing targeted professional development topic areas specific to individual LEA/SOP needs based on data-based decision making. Professional development will support identified areas of need

Professional Learning Opportunities (PLO)

Resources

Preschool:

Resources about assistive technology for preschool and early childhood

What is Assistive Technology? (ECTA) - Overview of assistive technology, how to access it, what are the benefits in natural and least restrictive environments, family roles, and transition resources
Classroom Materials for Young Children (WATI) - Early Childhood Adaptive Art Resources
Birth to Three Literacy Kits (WATI) - Downloadable, printable literacy kits that include resources and strategies for building literacy skills for birth to three children

Academic Supports

Resources about assistive technology designed to support academic instruction

Assistive Technology for Reading (Understood) - A guide to AT tools for reading and where to find them
Assistive Technology Basics (Understood) - Accessible resources for individuals who learn and think differently and those who support them

Transition

Resources about assistive technology for transition age students

Assistive Technology and Transition Planning (WATI) - Resources and printable forms specifically designed to assist in coordinating and managing transition planning for students that use AT
Top Assistive Technology and the SC High School Credential (TASC-VLO SC) - This webinar Includes resources and top AT trends in the workplace

Video Modules

Defining the Universal Design for Learning Framework - Introduction to the Universal Design for Learning (UDL) Framework: its history, scope, and a brief description of the three CAST.org UDL Principles. Screencast on-demand created by the Office of Special Education Services.
Introduction to Assistive Technology (SCDE) - Video module that covers the basics of what is assistive technology
IRIS | Assistive Technology: An Overview (IRIS) - Covers an overview of assistive technology (AT) and explores ways to expand students' access to it in the classroom

Assistive Devices for People with Hearing, Voice, Speech, or Language Disorders

Technology for Vision Loss

FAQ

What is AT?

How to determine the need for an assistive technology evaluation?

In determining whether an assistive technology evaluation is needed, the IEP team should consider the following:
A. If the student has been receiving assistive technology services

An assistive technology reevaluation is not needed if the IEP team has already identified an assistive technology solution to address the student's assistive technology needs through the assistive technology consideration process, and the following conditions are met:
- The student is already receiving assistive technology services.
- The new assistive technology recommendations were made based on the data collected during the implementation of the existing assistive technology services.
- The IEP team unanimously agrees that the newly identified solutions will meet the needs of the student.

The IEP team can document assistive technology in the IEP under Accommodations.
B. If the student has not been receiving assistive technology services

An assistive technology evaluation is required to determine the assistive technology needs and possible assistive technology services if at least one of the following conditions are met:
- The student is not currently receiving assistive technology services.
- The assistive technology solution is not known.
- An assistive technology solution is proposed, but the IEP team disagrees on whether the proposed assistive technology solution meets the student's needs.

The IEP team would be required to obtain parent consent to conduct the assistive technology evaluation.
When an assistive technology evaluation has been recommended, the team should consider the reasons for the assistive technology referral and invite the appropriate parties to the reevaluation review meeting based on the reason for the referral. Every assistive technology evaluation would not necessarily involve a school psychologist or additional assessments other than those related to assistive technology. The process, however, needs to be documented as a Reevaluation Review.

What if my student needs accommodations for testing?

A standard 'accommodation' is defined for South Carolina state assessments as a change in the testing environment, procedures, or presentation to a test that does not alter what the test measures or the comparability of scores. The purpose of accommodations is to enable students to participate in an assessment in a way that allows knowledge and skills to be assessed rather than disabilities.
Any accommodation used for instruction and assessment must be documented in the IEP or 504 plan.

Accommodations must be consistent with those used routinely in classroom instruction and assessment throughout the school year.
Some instructional accommodations may not be used on the state assessment as they may compromise the validity of the assessment.

To learn more, please visit testing accommodations and customized forms, and the Testing Students with Disabilities page.