Perhaps more than ever before, teams developing IEPs for students with disabilities are being asked to consider what assistive technology (AT) devices and services a student with a disability may require in order to benefit from special education (Chambers, 1997). An AT device is defined legally as: " ... any item, piece of equipment, or product system ... that is used to increase, maintain, or improve the functional capabilities of children with disabilities" (Individuals with Disabilities Education Act Amendments of 1997, P.L. 105-17, 20 U.S.C. §1401[25], 1997). An AT service is defined as "...any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device." " (Individuals with Disabilities Education Act Amendments of 1997, P.L. 105-17, 20 U.S.C. §1401[25], 1997). Under the Individuals with Disabilities Education Act (IDEA) of 1997, IEP teams must consider AT when developing programs for students with disabilities. Therefore, if a student needs technology-related assistance and that need is documented in the IEP, the student is entitled to AT devices and services through the local education agency or any existing statewide AT delivery system (Turnbull & Turnbull, 1998).
Assistive technology has the potential to enhance many aspects of a student's school life. For example, augmentative and alternative communication (AAC) systems ranging from simple communication boards and wallets to sophisticated electronic communication devices enable students to communicate more effectively with teachers and peers. Mobility aids can vary from long white canes for students with visual impairments to powered wheelchairs. Devices to enhance greater computer access include expanded or adapted keyboards, touch windows, and speech recognition systems. Visual aids include magnification devices and computer screen-reading adaptations. These and similar AT devices all contribute to the ultimate goal of helping students with disabilities succeed in inclusive environments. If school professionals are not aware of these and other potential contributions AT can make in the lives of their students with disabilities, then those students with disabilities are unlikely to realize their full potentials.

Even when IEP team members recognize the tremendous potential of AT to benefit students with disabilities, they may not pursue the issue further because they may not know how to access or pay for AT devices and services (DeWitt, 1991; Wallace, 1995; Wallace, Flippo, Barcus, & Behrmann, 1995). Securing the funding necessary for these often-expensive resources is a common frustration. In fact, funding is often the biggest barrier to acquiring AT devices and services (DeWitt, 1991; Galvan, 1998; Judge, 1998; Judge & Parette, 1998; Margolis & Goodman, 1998; Wallace et al., 1995). While one might wish otherwise, the practical reality is that cost issues often influence whether team members consider AT during the development of an IEP (Judge & Parette, 1998; Todis, 1996; Wallace, 1995).