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1342.12 Companion
July 12, 2017
Page 150
School-Owned AT Used in Home Settings
School-owned AT may be used in home settings if it is determined by the IEP Team that the use in home
settings is required for the student to receive a FAPE (i.e. tablet).
The Relationship between AT and Least Restrictive Environment (LRE)
The role of AT is to enhance students’ performance in their LRE. If students are unable to demonstrate
performance on tasks and activities at an acceptable performance level despite instruction on the skills
necessary to perform those tasks and activities, then AT may be warranted. AT may provide students
with the necessary compensatory benefits allowing them to perform closer to the expected
performance level and, ultimately, access the curriculum. Consequently, the provision of AT may allow
students to receive instruction in less restrictive environments than if AT was not provided.
The Relationship of AT to the Provision of Accessible Instructional Materials
Textbooks and related printed materials are provided in specialized formats to students with print
disabilities in a timely manner. While students with print-related disabilities may be provided with
specialized formats (e.g., Braille, electronic text, enlarged text or audio), students may need to use
customizable AT tools in conjunction with these specialized formats to effectively access these
materials. For example, if a textbook were provided as electronic text, a student may still need to use a
text to speech program or a refreshable braille display to access the textbook. In this instance, it would
be insufficient to provide only the electronic text.
Training Needs to Effectively Implement AT
Training is a component of AT services and is provided to a student requiring AT. The student and all
personnel who may work with the student while using an AT tool or system are trained. Training
includes, but is not limited to: (a) how to use the AT tool or system (e.g., building operational
competence); (b) any protocols that have been developed to specify how the student should use the AT
tool or system or how the AT tool or system should be set up for student use; (c) any prompting or cuing
systems that are to be used with the student; and (d) ways to troubleshoot and problem solve any
common issues with the AT tool or system.
Assistance
The District Assistive Technology Instructional System Specialist is available to provide consultation and
support for all phases of the assistive technology process.