Assistive Technology: Does the
Law Translate to Practice for
Students with Visual Impairments?
Tara Mason, TVI, M.Ed., Ph.D. Candidate
Introduction
What is assistive technology? Assistive
technology can mean a continuum of low to high
technology learning equipment or products that
will help students access or maximize their access to their educational programs. Assistive
technology is formally defined by IDEA (2000) as
"…any item, piece of equipment, or product system, whether acquired commercially off the shelf,
modified, or customized, that is used to increase,
maintain, or improve functional capabilities of a
child with a disability," (20 U.S.C. 140(1)). Day
and Huefner (2003) offer a comprehensive list
taken from the Adaptive Technology Resource
Center (2001) list, including items such as positioning systems, daily living aids, visual aids,
auditory materials, motor airs, computer software,
switches, refreshable braille, accessibility aids/
technology, etc.
IDEA extends its definition of the Assistive
Technology (AT) to include the services associated with the recommended comprehensive
scope of devices, equipment, or any product that
will help meet the needs of a student's individualized learning program. Within IDEA, (34 CFR
300.346(a)(2)(v)), "IEP team also shall…consider
whether a child requires assistive technology and
services." And further, the law recognizes that if
the team decides that a student requires assistive
technology in order to receive a Free and Appropriate Public Education (FAPE) then the child is
entitled to have the assistive technology and take
the technology back and forth from school to
home (34 CFR 300.308). In IDEA, a summary of
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