Assistive Technology in Special Education IEPs
This paper examines the role of assistive technology in special education, focusing on how Individualized Education Programs (IEPs) identify, mandate, and guide the use of technological aids for students with disabilities. It discusses the types of students who benefit from assistive technology — including those with physical, sensory, cognitive, and learning disabilities — and explains how IEPs specify when and how such technology must be used. The paper also provides concrete examples of assistive technologies employed in Wisconsin public schools, such as audio amplification systems, MP3 players, and adaptive keyboards, and emphasizes the collaborative nature of the IEP process in ensuring equitable access to education.
- Introduction to Assistive Technology in Special Education: Defines assistive technology and its legal basis in IEPs
- The Role of the IEP in Guiding Assistive Technology: How IEPs specify devices and goals for students
- When Assistive Technology Is Required: Timing and conditions for assistive technology use
- Examples of Assistive Technology in Schools: Real devices used in Wisconsin school settings
- Collaboration and Inclusion in Public Schools: Team-based approach to equitable student education
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What makes this paper effective
- The paper grounds its discussion in a concrete legal and procedural framework — the IEP — giving the argument a clear organizational anchor that connects policy to classroom practice.
- It effectively moves from broad definitions to specific examples (MP3 players, audio receivers, AlphaSmart keyboards), making abstract policy tangible for readers unfamiliar with special education practice.
- The paper appropriately distinguishes between students who need assistive technology continuously (e.g., students who are blind or deaf) and those who need it only at specific times, showing nuanced understanding of the population served.
Key academic technique demonstrated
The paper demonstrates the use of cited regulatory and institutional sources (Wisconsin Department of Public Instruction, CESA) alongside a scholarly source (Behrman, 1998) to support its claims. This blending of policy documentation with academic literature is a useful technique for applied education topics where real-world implementation matters as much as theory.
Structure breakdown
The paper opens with a definition and legal context for assistive technology, then narrows to the IEP as the primary delivery mechanism. Subsequent paragraphs address timing of use, types of students served, and specific technological examples before closing with a brief summary emphasizing collaboration and inclusion. The structure follows a logical funnel from general policy to specific practice.
Introduction to Assistive Technology in Special Education
Many students who enter a special education program require some form of technological assistance to interact and learn at a higher level. Generally, this technology is most associated with students who have vision, hearing, and mobility challenges, "but is also true for individuals with limitations in cognition and perception" (Behrman, 1998). Schools are increasingly concerned with ensuring that all students have the opportunity to learn to the best of their ability, which means that assistive technology must be provided in many cases. A student's Individualized Education Program (IEP) is required to list the assistive technology services the student needs and how that technology will be used on a day-to-day basis. This paper discusses how the IEP provides guidance on what assistive technology a student needs, when it is required, and offers examples of assistive technology currently being used in Wisconsin public schools.
The Role of the IEP in Guiding Assistive Technology
An IEP details information about a student's disability and how, specifically, that individual can be helped by teachers and technology to accomplish learning goals. A program is developed for the child by the team of people who will work most closely with them. The goals within this plan often cannot be accomplished unless the student has some form of assistive technology provided to help them reach those goals. When a specific goal within the plan requires a device or aid, the IEP will detail exactly what is needed for that goal's accomplishment and how it will be used. Once identified, the appropriate technology will then be made available for the student whenever it is needed.
When Assistive Technology Is Required
Students who have physical disabilities, such as being blind or deaf, will often need assistive technology all of the time. Students who are blind will need Braille books or other technology that does not require sight to access learning material. Children who are deaf will most likely need an aide who can communicate with them using sign language. Students with cognitive or learning disabilities, however, may only need technology at certain times during the school day. In general, the technology is required whenever a particular student's IEP calls for it (WDPI, 2011). Teachers are trained in the use of the technology and are also expected to be aware of when it is needed. For example, a student's IEP may call for the use of a specialized keyboard that assists with speech or writing, and that equipment will be provided in accordance with the IEP.
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