Assistive Technology - Low Incidence

Assistive Technology | Low Incidence

Assistive Technology refers to a device or service that can be used as a tool by students with disabilities to achieve or maintain function.

The IDEA and State law require that Individualized Education Program (IEP) teams consider whether students need assistive technology devices or services when developing IEPs. Assistive Technology (AT) relates to the tools required to maintain, improve, or increase functional capabilities to bridge the gap between student's performance and the demands of the curriculum. AT devices and services are defined in the IDEA 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.
  • Any service that directly assists a child with a disability in the selection, acquisition, or use of an AT device. This includes evaluation; providing for the acquisition of AT equipment; selecting, designing, interventions or services with AT devices; and training or technical assistance for the child, and other professionals who work with the child.
Low incidence disability is defined in California Education Code section 56026.5 as a severe disabling condition with an expected incidence rate of less than one percent of the total statewide enrollment in kindergarten through grade 12. For purposes of this definition, severe disabling conditions are hearing impairments, vision impairments; and severe orthopedic impairments, or any combination thereof. For purposes of this definition, vision impairments do not include disabilities within the function of vision specified in section 56338.

 

 Pre-Referral

  • Convene an Individualized Education Program (IEP) meeting to document the team's decision to refer the student for an Assistive Technology (AT) Assessment.
  • Complete the Assistive Technology Assessment Referral form (D/M 127) and obtain the signatures of the person making the referral and the director of special education.
  • Complete the Assessment Plan form (D/M 66) and obtain the parent/guardian signature.
  • The person making the referral should check the box that corresponds to the type of assessment(s) requested.
  • The parent/guardian should check the box that corresponds to the type of assessment(s) requested.
  • The parent/guardian should initial each applicable statement listed under Parental Authorization section of form D/M 66.
  • Complete the Authorization for Use and/or Disclosure of Information form (D/M 63) and obtain the parent/guardian signature. Specify the receiving agency's name, if known. If not, leave the field blank.

 

Timeline for Assessment

Within five business days of receipt of the completed referral packet, the Assistive Technology Program Specialist at the SELPA will assign the assessment to an independent assessor who will coordinate the assessment through the contact person named on the referral form (D/M 127)

Referral

  • D/M 127 Assistive Technology Assessment Referral form
  • D/M 66 Assessment Plan form
  • D/M 63 Authorization for Use and/or Disclosure of Information form
  • IEP or IEP Addendum dated within one year of the of the referral for an Assistive Technology Assessment
  • Psycho-educational evaluation dated within three years of the referral for an Assistive Technology Assessment
  • Any additional supporting information

 

Timeline for Services

Upon completion of the assessment, a report will be send to the director of special education by either the agency that conducted the assessment or the Assistive Technology Program Specialist at the SELPA with a request to schedule an IEP meeting.

The director of special education will reconvene the IEP team to review the report findings and recommendations of the assessment and determine whether or not AT services are warranted.

If the IEP team agrees that services are not needed, it will be documented in the IEP notes.

For students with a documented low incidence disability:

  • IEP team must note the need for the low incidence equipment on the student's IEP, and link one or more of the student's annual goals to the use of that specialized equipment.
  • Complete SELPA Low Incidence Pre-Approval/Reimbursement Request form (D/M 86). Director of special education must sign form D/M 86 before the packet is submitted to the SELPA.
  • Submit the completed form D/M 86 signed by the director of special education with a copy of the current IEP documenting the student's disability and goal for use of low incidence equipment to the Accounting Technician, SELPA Business Office.

For more information, please contact our office at (760) 552-6700