Assistive Technology for Students With Visual Impairments: A Resource for Teachers, Parents, and Students

2018 ◽  
Vol 37 (4) ◽  
pp. 219-227 ◽  
Author(s):  
Sultan Turki Bin Tuwaym ◽  
Ann Bassett Berry
Keyword(s):  
Assistive Technology ◽  
Visual Impairments ◽  
Individualized Education Program ◽  
Additional Information ◽  
Disabilities Education Act ◽  
Key Features ◽  
Education Act ◽  
Teachers And Parents ◽  
And Function ◽  
Teachers Training

Assistive technology (AT) for students with visual impairments (VI) is an essential part of their educational program. AT allows students to develop skills, engage in the academic environment, and function independently. Despite the Individuals With Disabilities Education Act (IDEA) mandate for AT as part of a student’s Individualized Education Program (IEP), research has found that rural schools use fewer AT devices when compared with urban schools. The extent of AT use is significantly determined by the level of teachers’ training and their familiarity with AT. In this article, the authors present an AT resource they created to provide teachers and parents with current, helpful information on AT for students with VI. The resource details (a) application/devices about which teachers need to know more, (b) the type of VI with which an application/device is most helpful, (c) key features, (d) cost, (e) sources for additional information, (f) product guides and research evaluating the AT, and (g) organizations that provide additional information.

Assistive Technology for Students With Disabilities

2016 ◽  
Vol 31 (4) ◽  
pp. 183-194
Author(s):  
Susan Larson Etscheidt
Keyword(s):  
Assistive Technology ◽  
Students With Disabilities ◽  
Education Program ◽  
Individualized Education Program ◽  
Case Law ◽  
Legal Analysis ◽  
Individualized Education ◽  
Legal Requirement ◽  
Disabilities Education Act ◽  
Education Act

Individualized Education Program (IEP) teams are required by the Individuals with Disabilities Education Act (IDEA) to consider a student’s need for assistive technology (AT). Despite this legal requirement, AT supports are often not available to students with disabilities. Many students with disabilities and their families have addressed the failure to consider and provide AT supports through litigation. The purpose of this article is to examine the case law pertaining to the assessment, selection, and provision of AT learning supports for students with disabilities. A legal analysis was conducted to determine litigation themes. Based on these results, several recommendations for IEP teams are proposed.

Functional Behavior Assessment and Function-Based Intervention Planning: Considering the Simple Logic of the Process

2017 ◽  
Vol 26 (3) ◽  
pp. 101-104 ◽  
Author(s):  
Terrance M. Scott ◽  
Justin T. Cooper
Keyword(s):  
Functional Behavior Assessment ◽  
Behavior Assessment ◽  
Functional Behavior ◽  
Disabilities Education Act ◽  
Big Ideas ◽  
Education Act ◽  
Function Based Intervention ◽  
Simple Logic ◽  
Definition Of ◽  
And Function

While functional behavior assessment (FBA) has been a part of special education law and embedded in Individuals With Disabilities Education Act (IDEA) since 1997, a precise definition of what actions or processes constitute a legal FBA has never been adequately addressed in the law. This article provides an overview of the underlying logic of FBA leading to effective function-based intervention. When focusing on a simplification of the logic behind FBA, there are three big ideas that serve as a foundation for considering the intersection of effectiveness and practicality: function matters, FBA requires repeated observations of behavior, and the only purpose of an FBA is to develop an effective intervention. These big ideas are discussed, leading to a conclusion as to how logic and simplicity must share priority in the process.

Perspectives on the Future of IDEA

1997 ◽  
Vol 22 (2) ◽  
pp. 61-76 ◽  
Author(s):  
Michael L. Hardman ◽  
John McDonnell ◽  
Marshall Welch
Keyword(s):  
Special Education ◽  
Public Education ◽  
Students With Disabilities ◽  
Individualized Education Program ◽  
Federal Law ◽  
Individualized Education ◽  
Disabilities Education Act ◽  
Education Act ◽  
Definition Of ◽  
Restrictive Environment

Since its original passage in 1975 as Public Law 94-142, the Individuals with Disabilities Education Act (IDEA) has been the cornerstone of practice in special education. This federal law has enabled all eligible students with disabilities to access a free and appropriate public education. During the past 2 years, the 104th Congress has debated vigorously some of the law's basic tenets (e.g., definition of disability, content of the individualized education plan [IEP], parental rights to attorneys, fees, discipline, and placement). The basic requirements of the law remain intact and continue to shape the scope and content of special education. This article addresses whether or not the assumptions upon which IDEA is based remain valid as we approach the 21st century. We critique these assumptions within the context of four requirements of IDEA: (a) eligibility and labeling, (b) free and appropriate public education, (c) the individualized education program (IEP), and (d) the least restrictive environment. Recommendations for changes in existing law relative to each of the above requirements are presented.

Using Assistive Technology to Support Science Instruction in the Inclusive Elementary Classroom

2020 ◽  
pp. 016264342094782
Author(s):  
Matthew S. Taylor ◽  
Marla J. Lohmann ◽  
Alexandria Kappel
Keyword(s):  
Assistive Technology ◽  
School Curriculum ◽  
Assistive Technologies ◽  
Second Grade ◽  
Science Lesson ◽  
School Based ◽  
Disabilities Education Act ◽  
Grade Teacher ◽  
Education Act ◽  
Future Technologies

In 2004, the Individuals with Disabilities Education Act outlined specific considerations for students with individual education programs in relation to their needs and application of assistive technology (AT) devices and services used to access school curriculum. Teachers will interact with a variety of assistive technologies during their career and must have an understanding of how their individual students are accessing lessons and school-based activities. This practitioner article presents a vignette about a hypothetical second-grade teacher and two of his students using AT during a science lesson. Steps the teacher should consider in understanding and embedding AT are presented, as well as discussion about how future technologies may play into students’ access to curriculum.

Behavioral and Discipline Provisions of IDEA '97: Implicit Competencies Yet to Be Confirmed

2000 ◽  
Vol 66 (3) ◽  
pp. 403-412 ◽  
Author(s):  
Carl R. Smith
Keyword(s):  
Education Program ◽  
Individualized Education Program ◽  
Intervention Programs ◽  
Court Decisions ◽  
Disabilities Education Act ◽  
Functional Behavioral Assessments ◽  
The Status ◽  
Behavioral Assessments ◽  
Education Act ◽  
Performance Discrepancy

This article explores the status of implementation of the behavioral and discipline requirements of the Individuals with Disabilities Education Act of 1997. Data are presented from complaints, hearings, and court decisions related to the areas of functional behavioral assessments, manifestation determinations, individualized education program (IEP) behavioral planning, behavioral intervention programs, and alternative educational settings. The overall discrepancy between competency expectations for IEP teams and current performance appears significant at this time. Implications of this performance discrepancy are discussed.

Applied Behavior Analysis, Students With Autism, and the Requirement to Provide a Free Appropriate Public Education

2018 ◽  
Vol 29 (4) ◽  
pp. 206-215
Author(s):  
Bradley S. Stevenson ◽  
Vivian I. Correa
Keyword(s):  
Public Education ◽  
Behavior Analysis ◽  
Applied Behavior Analysis ◽  
Individualized Education Program ◽  
School Personnel ◽  
Case Law ◽  
Free Appropriate Public Education ◽  
Disabilities Education Act ◽  
Students With Autism ◽  
Education Act

The prevalence of autism has been steadily rising over the previous decades. The diverse ways in which the disorder manifests in students and the free and appropriate public education (FAPE) mandate of the Individuals With Disabilities Education Act (IDEA) requires that a student’s individualized education program (IEP) team tailor interventions to meet the unique educational needs of that student. Deciding on the most appropriate evidence-based intervention programs for students with autism can be complex. In fact, a frequent source of litigation is when families and school personnel disagree on the particular programming to be provided to students with autism. Often this litigation involves disagreement over the extent to which services should be based on the principles of applied behavior analysis (ABA). The purpose of this article is to review select case law to analyze how courts have ruled on whether schools must provide ABA services to meet FAPE requirement when families request those services, and to extrapolate implications for practice, including guidance to families and school personnel on how to work collaboratively to resolve conflicts surrounding ABA services.

Legal Standards for an Appropriate Education in the Post-Rowley Era

1992 ◽  
Vol 58 (6) ◽  
pp. 488-494 ◽  
Author(s):  
Allan G. Osborne
Keyword(s):  
Students With Disabilities ◽  
Individualized Education Program ◽  
Legal Standards ◽  
Educational Benefit ◽  
Disabilities Education Act ◽  
Recent Approach ◽  
Lower Courts ◽  
Education Act ◽  
Liberal Approach ◽  
Appropriate Education

In 1982 the U. S. Supreme Court held that an appropriate education under the Individuals with Disabilities Education Act was one that was formulated in accordance with the Act's procedures and that conferred some educational benefit on students with disabilities. Initially, the lower courts applied this terminology strictly and approved any proposed individualized education program that conferred even minimal educational benefit. However, later courts began to take a more liberal approach and held that the educational-program must confer some meaningful benefit. A careful reading of the Supreme Court's 1982 decision indicates that this recent approach is consistent with Congress's and the Court's intent. The Court never intended to establish one test of appropriateness since it recognized that some flexibility was needed to determine what would be appropriate for a diverse population of students with disabilities.

How to Survive a Due Process Hearing

2008 ◽  
Vol 9 (1) ◽  
pp. 5-12
Author(s):  
Carl Corbin
Keyword(s):  
Special Education ◽  
Due Process ◽  
Individualized Education Program ◽  
Special Education Services ◽  
Education Services ◽  
Free Appropriate Public Education ◽  
Disabilities Education Act ◽  
Educational Professionals ◽  
Due Process Hearing ◽  
Education Act

Abstract Background/Introduction: Due process hearings are administrative hearings that resolve disputes between parents of children, who qualify for special education services under the Individuals with Disabilities Education Act (“IDEA”), and a Local Educational Agency (“LEA”). The IDEA provides that students that qualify for special education services are entitled to receive a Free Appropriate Public Education (“FAPE”). A FAPE has both substantive and procedural requirements. The process by which a LEA details the provision of a FAPE to a student who qualifies for special education services is through the development of an Individualized Education Program (“IEP”). Objectives: This article reviews the process to develop a legally defensible IEP. This article provides strategies for LEAs and educational professionals to avoid a due process hearing. This article provides a brief description of and timelines associated with a due process hearing. This article provides suggestions to educational professionals who may be called to testify as a witness at a due process hearing. Conclusion: LEAs and educational professionals can minimize their risk of having to undergo a due process hearing and can maximize their chances to prevail at a due process hearing through preparation and training.

Examining States’ Responses to the IDEA Special Factors Requirements for DHH Students

2018 ◽  
Vol 29 (1) ◽  
pp. 32-42
Author(s):  
Pamela Luft ◽  
Stefanie Amiruzzaman
Keyword(s):  
Individualized Education Program ◽  
Communication Plan ◽  
Idea 2004 ◽  
Disabilities Education Act ◽  
Language And Communication ◽  
Education Act ◽  
Communication Needs ◽  
Language Competencies ◽  
Special Factors ◽  
Special Language

Deaf and hard-of-hearing (DHH) students have exhibited deficient language competencies and low academic achievement for over four decades. As a result, Individuals With Disabilities Education Act (IDEA) 2004 requires schools to address special language and communication factors through each student’s Individualized Education Program (IEP). States have responded in a variety of ways with several that supplement their IEPs using a communication plan. This article examined states’ IEP or communication plan templates to identify the format and specificity with which they addressed these requirements. The IDEA language was parsed into distinct items to allow ratings using a Likert-type scale. The analyses performed descriptive, t test, and ANOVA comparisons on the forms posted on states’ website. Those states using a communication plan had significantly higher ratings overall. Kentucky’s form was the most highly rated IEP and identified each required item. Most state IEP forms identified these factors more generally with a majority rated as only minimally specified. Use of a communication plan or IEP form that incorporates IDEA language similar was the most effective strategy. Overt specificity ensures that DHH students’ language and communication needs are being met in the educational environment and facilitates states’ oversight in meeting their educational responsibilities.

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