Assistive technology (AT) allows students to access their curriculum and the instructional technology in the classroom. The goal of AT is to help a student perform classroom tasks
AT supports the needs of students with IEPs and 504 plans within a multi-tiered system of supports (MTSS), and includes a team based problem solving process that occurs at the school level.
If you need support or have questions from
our Local Assistive Technology Specialist (LATS) Team,
email the team at AssistiveTechnology@brevardschools.org
All IEP teams must annually consider whether a student with a disability requires an AT device and service. Consideration is a discussion that takes place during the IEP team meeting using known information and results of screenings and/or evaluations.
This information allows for an informed decision regarding the following:
AT Considerations Video - We hope that this nine minute video will support your school team as you consider AT for your students.
AT Guiding Questions- The IEP team will ask these questions in considering Assistive Technology.
AT Considerations Process Worksheet - This tool will assist school teams in the consideration process. https://drive.google.com/open?id=0B3riHVxICPopYnlaZGN1OVRqTDg
School based teams should refer to the district's County Plan for the specific process for Assistive Technology.
The purpose of this Technical Assistance Paper (TAP) is to clarify and provide information regarding the provision of AT for students with disabilities. This TAP will help IEP teams complete the following:
Assistive Technology Technical Assistance Paper (TAP) - August 21, 2013
Accessible Instructional Materials
This technical assistance paper is designed to assist school districts in providing access in a timely manner to accessible instructional materials, an inherent component of the providion of a free and appropriate public education under the Individuals with Disabilities Education Act of 2004 for students with disabilities (section 300.210(b)(3) of Title 34, Code of Federal Regulations). Students with disabilities who have difficulty reading and accessing standard print learning material require accessible instructional materials to participate in and make progress in the general curriculum. The individual educational plan team is responsible for determining if a student needs accessible instructional materials, the format of such materials and the necessary related accommodations the student may need to participate in the general curriculum.
Accessible Instructional Materials- Technical Assistance Paper (TAP)- May 2017
This manual updates Accommodations: Assisting Students with Disabilities, published
by the Florida Department of Education (FDOE) in 2010, and is intended to help
teachers and parents make decisions about accommodations for students with
disabilities. Four categories of accommodations are identified along with numerous
examples. Strategies to help teachers and students implement and monitor the impact of
accommodations for classroom instruction and assessment are presented. The
appendices provide a quick reference guide and resources on statewide testing
The document was written by Dr. Marty Beech through the Problem Solving/Response
to Intervention (PS/RtI) Technology and Learning Connections, Florida’s Multi-Tiered
System of Supports (MTSS) projects, University of South Florida. Guidance was
provided by David Davis, PS/RtI Technology and Learning Connections; staff in Bureau
of Exceptional Education and Student Services (BEESS), FDOE; the State Advisory
Committee for Exceptional Student Education; and BEESS district partners.
Accommodations: Assisting Students with Disabilities, 2018