Assistive Technology in the Individualized Education Plan: Analysis of Policies across Ten States

Autor/inn/en	Bausch, Margaret E.; Quinn, Brianna Stegall; Chung, Yoosun; Ault, Melinda Jones; Behrmann, Michael M.
Titel	Assistive Technology in the Individualized Education Plan: Analysis of Policies across Ten States
Quelle	In: Journal of Special Education Leadership, 22 (2009) 1, S.9-23 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-1810
Schlagwörter	Individualized Education Programs; Disabilities; Educational Technology; Assistive Technology; Public Education; Special Needs Students; Federal Legislation; Access to Education; Educational Quality; Mainstreaming; Educational Policy; Urban Areas; Rural Areas; Decision Making; State Standards; California; Florida; Kansas; Kentucky; Massachusetts; Montana; Oregon; Texas; Virginia; Wisconsin + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; Handicap; Behinderung; Unterrichtsmedien; Öffentliche Erziehung; Sonderpädagogischer Förderbedarf; Bundesrecht; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Politics of education; Bildungspolitik; Urban area; Stadtregion; Rural area; Ländlicher Raum; Decision-making; Entscheidungsfindung; Kalifornien; Master-Studiengang
Abstract	With the heightened emphasis of the Individuals with Disabilities Education Improvement Act of 2004 on inclusion in the general curriculum and meeting the associated standards, assistive technology (AT) has become a necessary consideration to ensure a free appropriate public education and to promote education in the least restrictive environment for students with disabilities. An analysis of 10 states revealed that most of the states provided a combination of information that related specifically to AT and information that related generally to the individualized education program (IEP). Recommended practice in AT supports the development of clear guidelines related to AT in the IEP to promote consistency and improved AT decisions. However, this can occur at the local level. Despite differences in how AT was addressed, the 10 states offered examples of quality AT policies that can directly impact directors of special education, IEP teams, AT teams, teachers, service providers, and, ultimately, students with disabilities. The summary includes 12 frequently overlooked topics that all states and districts should include to strengthen their AT policies. (Contains 4 tables.) (As Provided).
Anmerkungen	Council of Administrators of Special Education. Fort Valley State University, 1005 State University Drive, Fort Valley, GA 31030. Tel: 478-825-7667; Fax: 478-825-7811; Web site: http://www.casecec.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10