In January of 2024 the U.S. Department of Education issued a document and a “Dear
Colleague” letter clarifying schools’ responsibilities in providing students with assistive
technology and the supports needed to use it effectively. The guidelines include both
school-age children and children in early intervention programs.
Under the Individuals With Disabilities Education Act, the guidance indicates that every
time an Individualized Education Program (IEP) or Individualized Family Service Plan
(IFSP) team meets to develop, review, or revise a student’s IEP, it must consider the
child’s need for assistive technology devices and services. Devices can be basic, such
as visual schedules and picture communication boards or sophisticated electronic text-
to-speech software, word-prediction devices, and speech generating augmentative and
alternative (AAC) devices.
The facts that the DOE document emphasizes include:
● Assistive technology must be considered at every meeting to develop, review, or
revise an IEP.
● IEP teams must consider assistive technology for every student with an IEP, and
fully fund any devices and services the team determines are necessary.
● IEP teams need to consider whether a student needs devices and services.
● An assistive technology assessment is not a prerequisite for providing assistive
technology devices and services.
● Schools must provide the device and train the student, parents, and educators on
its use.
If you are not certain if your child could benefit from use of assistive technology or an
AAC device, contact your child’s Speech-Language Pathologist.
Use the link below to read the DOE’s full document:
Assistive Technology Devices and Services Myths and Facts
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