Funding for assistive technologies
Assistive technologies provide many benefits for students, but the cost of the more
technological technologies can be at large. Also the time it takes for districts
to fund the specific technologies may be a lengthy process. Students that are in
need of these more expensive technologies have to look to the schools for funds
to provide the service or equipment. This is due to the fact that school
districts are considered the primary source for funding assistive technology.
The United States department Office of Special Education issued a letter in January 1995, indicating that districts have the responsibility for ensuring that the necessary assistive technology for a student to achieve his or her goals is provided. The districts need to ensure the services or technologies when it is included in the specific students Individual Education Program (IEP). Once the IEP has determined the assistive technologies needed, the school district
cannot require the student parents to pay for the equipment. Though, the district can ask the families to be a part of the search to find funds to provide their childs needed supports. Districts may elect to deny a request for funding an assistive technology device or service. But they cannot do so because; the school district has no funds, the school board overruled the IEPs team decision and lastly the school district has a policy were the school does not purchase assistive technology devices.
Schools are not allowed to deny a student of their needed resources, but schools are allowed to deny funding of “personal” assistive technologies. These “personal” technologies being eyeglasses, hearing aids, canes, wheelchairs and scooters.
Since school districts do not always have much room to budge in their budgets, and are limited in many different areas, schools districts can ask private health insurances, Medicaid and even parents to help with the districts funding. Not always does the school district find other funding, and if this happens, the district till has the responsibility to provide the device or service needed for the students Free Appropriate Public Education (FAPE).
Other ways in which districts provide children with the services and devices needed is through companies that loan equipment and also companies that rent or lease equipment. Providing students with the services needed through those different methods tends to be less costly. Also it gives the district the option to return equipment if no other students will need the same equipment. This way the district can save money but also make sure each child gets the services needed.
Government Funding
Special education, vocational rehabilitation, and Medicaid are the three largest government programs which children can qualify for assistive technology devices and services. Why way in which a student can be provided the funds through these programs is if the student meets the eligibility requirements. Majority of the programs that fund assistive technologies use the “means testing.” This test helps determine eligibility for services based on income, resources, or other measures of individual or family economic status.
technological technologies can be at large. Also the time it takes for districts
to fund the specific technologies may be a lengthy process. Students that are in
need of these more expensive technologies have to look to the schools for funds
to provide the service or equipment. This is due to the fact that school
districts are considered the primary source for funding assistive technology.
The United States department Office of Special Education issued a letter in January 1995, indicating that districts have the responsibility for ensuring that the necessary assistive technology for a student to achieve his or her goals is provided. The districts need to ensure the services or technologies when it is included in the specific students Individual Education Program (IEP). Once the IEP has determined the assistive technologies needed, the school district
cannot require the student parents to pay for the equipment. Though, the district can ask the families to be a part of the search to find funds to provide their childs needed supports. Districts may elect to deny a request for funding an assistive technology device or service. But they cannot do so because; the school district has no funds, the school board overruled the IEPs team decision and lastly the school district has a policy were the school does not purchase assistive technology devices.
Schools are not allowed to deny a student of their needed resources, but schools are allowed to deny funding of “personal” assistive technologies. These “personal” technologies being eyeglasses, hearing aids, canes, wheelchairs and scooters.
Since school districts do not always have much room to budge in their budgets, and are limited in many different areas, schools districts can ask private health insurances, Medicaid and even parents to help with the districts funding. Not always does the school district find other funding, and if this happens, the district till has the responsibility to provide the device or service needed for the students Free Appropriate Public Education (FAPE).
Other ways in which districts provide children with the services and devices needed is through companies that loan equipment and also companies that rent or lease equipment. Providing students with the services needed through those different methods tends to be less costly. Also it gives the district the option to return equipment if no other students will need the same equipment. This way the district can save money but also make sure each child gets the services needed.
Government Funding
Special education, vocational rehabilitation, and Medicaid are the three largest government programs which children can qualify for assistive technology devices and services. Why way in which a student can be provided the funds through these programs is if the student meets the eligibility requirements. Majority of the programs that fund assistive technologies use the “means testing.” This test helps determine eligibility for services based on income, resources, or other measures of individual or family economic status.
Legal Mandate
Legal requirements pertaining to children with disabilities education has not changed much since the Rehabilitation Act of 1973 and the Public Law 94-142, Education of All Handicapped Children Act (EAHCA) of 1975. The Rehabilitation Act of 1973 required accomodations for all individuals with disabilities who were served by programs receiving federal funding. EAHCA of 1975, established requirements for schools to provide the necessary devices and services to ensure an appropriate public education for all students with disabilities. Schools however were slow to take these Acts. Congress then enacted the Technology-Related Assistance for Individuals with Disabilities Act (Tech Act) in 1988. This Act provided schools with finds and grants to states to make sure schools hads assistive technologies. The EAHCA was then later changed to the Individual with Disabilities Education Act (IDEA).
IDEA, states that students with disabilities are entitled to a "free and appropriate public education." Schools meet these requirments by creating special education programs, and with special education programs children with disabilities are able to get the assistive technolgies necessary for their educational learning.
IndividualizedEducation Program (IEP)
The Individualized Education Program is a team devoted to helping children with disabilities. For a child to have an IEP team he or she first needs to be referred for evaluation and screening. A child can be referred from a teacher, parent or therapist. After a child has been evaluated, a decision is made about the need for special education services. A child that qualifies will be given an IEP team. That team consisting of the childs parents, at least one teacher, at least one administrative staff person and the child. Throughout the childs education the IEP team documents progression and goals.
IDEA, states that students with disabilities are entitled to a "free and appropriate public education." Schools meet these requirments by creating special education programs, and with special education programs children with disabilities are able to get the assistive technolgies necessary for their educational learning.
IndividualizedEducation Program (IEP)
The Individualized Education Program is a team devoted to helping children with disabilities. For a child to have an IEP team he or she first needs to be referred for evaluation and screening. A child can be referred from a teacher, parent or therapist. After a child has been evaluated, a decision is made about the need for special education services. A child that qualifies will be given an IEP team. That team consisting of the childs parents, at least one teacher, at least one administrative staff person and the child. Throughout the childs education the IEP team documents progression and goals.