JSET ejournal
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Building An
Initial Information Base: Assistive Technology Funding Resources
for School-Aged Students with Disabilities
Crystal E. Kemp
The University of Texas at Austin
Jack J. Hourcade
Boise State University
Howard P. Parette
Southeast Missouri State University
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).
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