other services related to assistive technology are:
evaluation regarding AT; purchasing, leasing, and
the like, AT for a student; selection, design, fitting,
customizing, etc. AT for a student; coordinating
and using other therapies and services for a student's AT implementation; training and technical
assistance regarding AT for student, staff, and
family; and lastly, training for professionals working with students and their AT. In both the definition presented by IDEA and the comprehensive
nature of what the definition allows, there is room
for a large variety of assistive technology to be
tested and implemented in students' individualized learning programs.
26
Review of current literature comparing, contrasting, and evaluating the previous literature
and explaining the relation to your topic of investigation
Yell (2012) notes that assistive technology
and the increasing needs for legislation to acknowledge the need to ensure its placement in a
student's program was directly addressed in the
Federal Office of Technology Assessment in
1982. This report highlighted the issues related to
coordination and technology functionality, which
led to Congress passing The Technology Assistance for Individuals with Disabilities Act in 1988
(29 U.S.C. 3001-3007). The schedules of services summarized previously are a result of this
act, which was reauthorized in 1994 (p. 74). The
key within this legislation and any case brought to
due process by parents or students, in regards to
assistive technology, is "…that assistive technology devices and services should be included in
the IEP if necessary to provide a FAPE as a special education service or a related service or to
maintain children and youth with disabilities in the
LRE through the provision of supplementary aids
and services," (p. 75). Essentially, if the assistive
technology device would be a great addition to a
student's education program but the district is al-
