Helpful Hints for Getting Assistive Technology Devices and Services Through Your District

1.  If you think your school-aged child has a disability and needs assistive technology devices and services, initiate special education services, including assistive technology, by sending a written request for an evaluation to the principal of your child 's school. Request an evaluation if you believe your child's assistive technology needs have not been met. State why you think an assistive technology evaluation may be helpful, e.g. how assistive technology may help your child reach his/her educational goals. Obtain as much information as possible about the assistive technology you are requesting so that you will be prepared to discuss the options with school officials.

2. Make regular contacts with school staff to get updates regarding the status of the request for assistive technology devices and services (including evaluations).

3. Keep track of time lines. Initial evaluations must be completed within 45 school days of your written request. An Individualized Education Program (IEP) team meeting must be held 30 days after the evaluation report is written to develop an appropriate IEP. The IEP is a written plan which must include goals, objectives, the type of special help your child will receive, and how your child's progress will be measured. The IEP must be implemented within 10 days of being signed.

4. Make sure all your child's assistive technology needs, both equipment and related services, are stated in the IEP. Include parent training, if it is needed.

5. Make sure that the IEP reflects for what, where, and when the assistive technology will be used (e.g. at home; during the summer; for all written assignments, reports).

6. Find out how staff will be trained to use the assistive technology, and identify who will provide needed supports.

7. Find out who will be responsible for maintenance of the device(s) if repair is needed. In the event of breakdown, what "back up" technology will be provided?

8. Follow-up face-to-face meetings and telephone conversations with written correspondence summarizing your understanding of decisions that were made or information that was conveyed. If you make several attempts to contact school staff by phone, and calls are not returned, send a letter to school staff stating that you have called, and request that the staff person contact you. Suggest times that you will be available. Request a response by a certain date.

9. Maintain dated records of all contacts and discussions with school staff; a notebook or file specifically for "Education" is useful. Keep copies of all correspondence (in chronological order) to and from school staff. Keep copies of the IEP, amendments , and other forms.

10. If you need assistance in understanding written materials, request that school staff verbally review these materials with you (e.g. correspondence, your rights, Individualized Education Program [IEP] and amendments).

And did you know... -your local school district is responsible for providing evaluations, including assistive technology assessments, at no cost to you;

-you may request an independent evaluation if you disagree with the district's assessment, at no cost to you;

-school districts may pay for additional evaluations if initial evaluations do not provide enough information to develop an appropriate IEP;

-you may request that changes be made in the IEP;

-you have a right to request a hearing if you and school officials cannot agree on the IEP, or if you disagree with any portion of the IEP; or if the IEP is not working well for your child;

-children with disabilities who are not eligible for special education may obtain assistive technology devices and services under Section 504 of the Rehabilitation Act of 1973 and State regulations known as Chapter 15;