Sec. 300.105 Assistive technology(a) Each public agency must ensure that assistive technology devices or assistive technology services, or both, as those terms are defined in §§300.5 and 300.6, respectively, are made available to a child with a disability if required as a part of the child’s—(1) Special education under §300.39;§300.34; §§300.42 and 300.114
Universal Design for Learning+ information for all
UDL attempts to reduce barrier's and maximizes learning for all students. It is based on being flexible and designed to be used by all kinds of users with and without disabilities. If you design your tasks and tools for those students on the fringes those same tools are likely to be able to be used by everyone to access their environment, curriculum, and show what they know.
Instructional Technology used to support curriculum, instruction and assessment. It is any technology tools such as chrome books, interactive whiteboards, cameras, Ipads that are used by students in the classroom setting.
Federal Definition: “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 the functional capabilities of a child with a disability.”
When does UDL become AT?
When an instructional technology, UDL technology/strategies or customized item is REQUIRED by a student in order to access FAPE then the Assistive Technology must be included in the IEP. Assistive technology should be providing access so that the student is able to make progress with the curriculum and IEP goals.
AT devices (features of the devices), services, testing accommodations need to be written in the IEP so that any teacher can read the IEP and teach the child tomorrow with a clear understanding of the students needs.