This article is reprinted from the A.T. Quarterly, Volume 5, Number 1 (1994)
On November 19, 1993, the Office of Special Education Programs (OSEP)
issued a new policy letter clarifying a childūs right to a wider range of assistive technology
devices when included in his or her individualized education program (IEP). This new policy
letter recognizes the expanded definition of assistive technology devices added as an amendment
to the 1990 Public Law 101-476, the Individual with Disabilities Education Act (IDEA).
This definition is identical to the one contained in Section III of the Technology-Related
Assistance for Individuals with Disabilities Act of 1988. The definition is:
"...any item, piece of equipment, or product system that is used to increase, maintain,
or improve the functional capabilities of children with disabilities."
Historically, such items as hearing aids were not part of the IEP process because they were
regarded as personal and necessary regardless of whether the child was attending school. Asked
to respond to whether the new definition included hearing aids, the OSEP's November policy
letter makes clear such a device could be covered. The letter further affirms a child's right to
assistive technology devices and services when it is determined through the IEP process that they
are needed in order for the child to benefit from special education or related services or to enable
the child to be educated in the least restrictive environment.
A copy of the OSEP policy letter is available from the RESNA Technical Assistance Project
Office. Call or write:
1700 N. Moore Street, Suite 1540 Let us know about the progress you make improving access to assistive technology under the
IEP process. Meanwhile the action steps below make a good jumping-off point.
A.T. ACTION STEPS:
1. Although the new policy letter is specifically about coverage of hearing aids, the
implications are far broader. Local and state education agencies need to be made aware of the
fact that, based on this new OSEP policy, they can no longer make distinctions between assistive
technology devices and personal devices. This affects not just hearing aids but also eyeglasses,
wheelchairs, seating and positioning, and the like.
2. Technology project staff should meet with the special education director at local and state
levels. If they are not already aware, inform them of the contents of the OSEP policy letter and
together work on a letter or memo to be circulated to teachers, therapists, administrators, and
families. The purpose of the joint memo is to clarify the individual studentūs right to assistive
technology services and devices as part of the IEP.
3. State education departments should assist local school districts in identifying and making
available assistive technology to respond to individual student's needs. Check to see if your state
education agency or department has a plan to: The A.T. Quarterly was a newsletter developed by the RESNA TA
Project under a contract with the National Institute on Disability and Rehabilitation Research
(NIDRR), U.S. Department of Education (ED). The content, however, does not necessarily reflect
the position or policy of NIDRR/ED and no official endorsement of the material should be
inferred.
Arlington, VA 22209-1903
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TTY: 703-524-6639
a. Improve assessment of assistive technology needs on an individualized basis;
b. Improve teacher and therapist knowledge and understanding of the use of
assistive technology to enable the student to benefit from education;
c. Increase state-wide funding to enhance the availability of assistive technology
at the local level; and
d. Notify and educate families about their right to assistive technology as an
integral part of their child's free appropriate education.