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Assistive Technology in the Individualized Education Plan: Analysis of Policies across Ten States
ARTICLE

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Journal of Special Education Leadership Volume 22, Number 1, ISSN 1525-1810

Abstract

With the heightened emphasis of the Individuals with Disabilities Education Improvement Act of 2004 on inclusion in the general curriculum and meeting the associated standards, assistive technology (AT) has become a necessary consideration to ensure a free appropriate public education and to promote education in the least restrictive environment for students with disabilities. An analysis of 10 states revealed that most of the states provided a combination of information that related specifically to AT and information that related generally to the individualized education program (IEP). Recommended practice in AT supports the development of clear guidelines related to AT in the IEP to promote consistency and improved AT decisions. However, this can occur at the local level. Despite differences in how AT was addressed, the 10 states offered examples of quality AT policies that can directly impact directors of special education, IEP teams, AT teams, teachers, service providers, and, ultimately, students with disabilities. The summary includes 12 frequently overlooked topics that all states and districts should include to strengthen their AT policies. (Contains 4 tables.)

Citation

Bausch, M.E., Quinn, B.S., Chung, Y., Ault, M.J. & Behrmann, M.M. (2009). Assistive Technology in the Individualized Education Plan: Analysis of Policies across Ten States. Journal of Special Education Leadership, 22(1), 9-23. Retrieved October 14, 2019 from .

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