Getting Assistive Technology on an IEP: Devices, Evaluations, and AAC.

Assistive technology is one of the most underused supports in many IEPs. Parents often ask questions like: How do I get assistive technology added to my child’s IEP? Who decides what device is appropriate? And who pays for it?

What is Assistive Technology in an IEP

Under the Individuals with Disabilities Education Act (IDEA), assistive technology is defined as: Any item, piece of equipment, or product system that is used to increase, maintain, or improve the functional capabilities of a child with a disability. In other words, assistive technology is any tool that helps a student with a disability access their education more independently.

Assistive technology is also listed as a Special Factor in the IEP process. This means the IEP team must consider whether assistive technology is needed when developing a student’s program.

Assistive technology can support many different areas of functioning, including:

• communication
• reading
• writing
• organization
• mobility
• daily living skills

Not every student will need assistive technology. But the IEP team must at least consider whether it would help the student access instruction. I have a list of Assistive Technology IEP goals if you need ideas. And a list of Functional Communication IEP Goals, which will overlap with AAC a bit.

Examples of Assistive Technology

Assistive technology exists on a spectrum from very simple tools to highly specialized devices.

Low-Tech Assistive Technology

These tools are simple and inexpensive but can still be very effective. I have a whole separate post about low tech assistive technology options. Because low tech usually means lower cost–but not necessarily less effective.

Examples include:

• adapted pencil grips
• slant boards
• book holders
• graphic organizers
• zipper pulls
• modified utensils
• visual schedules

Mid-Tech Assistive Technology

These tools usually involve electronic support but are widely available.

Examples include:

• audiobooks
• text-to-speech software
• speech-to-text programs
• electronic note-taking tools
• word prediction software

High-Tech Assistive Technology

These devices or programs are often customized for students with disabilities.

Examples include:

• AAC communication devices
• communication apps
• screen readers
• alternative keyboards
• eye-gaze communication systems

Assistive technology is not limited to communication devices. Many tools help students read, write, organize information, or complete classroom assignments more independently.

How to Get Assistive Technology Added to an IEP

Assistive technology does not automatically appear in an IEP. The IEP team has to determine that the student needs it in order to access their education.

Under IDEA, assistive technology is one of the IEP Special Factors that every IEP team must consider. That means the team should at least discuss whether assistive technology could help the student participate more independently in school.

If you believe a student may benefit from assistive technology, the first step is usually to request an evaluation.

Parents can request this in writing by asking the school to evaluate the student in the domain of assistive technology. Teachers or service providers may also raise the issue if they notice that a student is struggling with tasks like writing, reading, communication, or organization.

During the IEP process, the team may consider questions such as:

• Is the student struggling to complete tasks that peers complete independently?
• Would technology allow the student to demonstrate what they know?
• Would assistive tools help the student communicate, read, or write more effectively?

Assistive technology may be added to an IEP in several ways. It may appear as:

• an accommodation or support
• a service that includes training on how to use the device
• part of a related service such as speech therapy or occupational therapy

The goal is always the same: helping the student access their education as independently as possible.

Assistive Technology Evaluations

An assistive technology evaluation helps the IEP team determine whether a student would benefit from assistive technology and what tools might be most appropriate.

These evaluations typically look at several important factors, including:

• the student’s strengths and challenges
• the tasks the student needs to complete at school
• the environments where learning takes place
• tools that could help the student complete those tasks

Assistive technology evaluations may involve input from multiple professionals. Depending on the student’s needs, this could include:

• speech-language pathologists
• occupational therapists
• physical therapists
• assistive technology specialists
• classroom teachers

One commonly used framework for assistive technology evaluations is the Wisconsin Assistive Technology Initiative (WATI). The WATI materials help teams systematically analyze the student, the tasks they need to perform, and possible tools that could support success.

Sometimes the evaluation includes trials with different tools or devices so the team can see what works best for the student in real classroom situations.

The results of the evaluation help the IEP team decide:

• whether assistive technology is needed
• which tools may be appropriate
• whether training is needed for the student, teachers, or family members

This process helps ensure that assistive technology decisions are based on the student’s actual needs rather than simply choosing a device and hoping it works.

What to Do if the IEP Team Says No to Assistive Technology

Sometimes the IEP team may decide not to add assistive technology or an AAC device to the student’s IEP. If that happens, parents still have several options.

First, ask the team to clearly explain why they believe assistive technology is not necessary. The decision should be based on evaluation data and the student’s needs, not assumptions about cost, convenience, or classroom routines.

If the team refuses a request for assistive technology, the school should provide Prior Written Notice (PWN) explaining the decision. This document must describe:

• what the school refused to do
• why the decision was made
• what evaluations or data were used to make that decision

Reviewing the Prior Written Notice can help parents understand the team’s reasoning and determine next steps.

If the student has not received a formal assistive technology evaluation, parents can request one in writing. An AT evaluation may provide the data needed to determine whether a device, software, or other support would help the student access instruction.

Parents may also request device trials. Sometimes trying a tool in the classroom for a short period can help the team see whether it improves the student’s ability to participate in school activities.

If concerns remain after these steps, parents can request another IEP meeting to revisit the issue once additional information or data is available.

Assistive technology decisions should always be based on the student’s needs and their ability to access their education. If a tool helps a student communicate, complete assignments, or participate in class more independently, it deserves careful consideration by the IEP team.

AAC vs Assistive Technology

AAC stands for Augmentative and Alternative Communication. AAC refers specifically to tools that help a person communicate when speech is difficult or not possible.

All AAC is considered assistive technology, but not all assistive technology is AAC. For example:

Assistive technology may help a student:

• write using speech-to-text software
• read using text-to-speech software
• organize assignments using digital planners

AAC, on the other hand, focuses specifically on communication. AAC tools may include:

• communication boards
• picture exchange systems (PECS)
• communication apps
• voice output devices

Understanding this distinction helps IEP teams choose the right supports based on the student’s needs.

AT/AAC Issues I See as a Special Education Advocate

As an advocate who has worked with hundreds of IEP teams over the past 16 years, I’ve noticed that the biggest barriers to assistive technology are rarely about the student. Most of the time, the challenges come down to mindset.

Even when everyone agrees that a student is struggling, teams sometimes hesitate when the conversation turns to AAC devices, software, or other assistive tools. Over the years, a few common concerns come up again and again.

“It’s Too Expensive”

One of the most common objections I hear is cost.

But assistive technology is not always as expensive as people assume. Many supports are actually quite simple. A slant board, pencil grip, text-to-speech program, or speech-to-text software can make a huge difference for a student, and those tools are often inexpensive.

Even for higher-tech options like AAC devices or specialized software, there are ways to evaluate and trial equipment before making a decision. Many states have assistive technology lending libraries, and some manufacturers offer trial programs so teams can test devices before committing to a purchase.

I’m going to let you in on a little secret, too, about AT and AAC devices. Many larger school districts and private schools only for disabled students, have vast, what I call “equipment graveyards.” These are storage rooms, sometimes hallways and corridors, that are just holding unused equipment and devices. Either the student moved on in age, or to a different tool…whatever the reason, some places have devices and equipment they’re not using.

Call around–ask. “Hey, do you have an extra iPad or NovaChat or Dynavox kicking around that you no longer use? Can we borrow it, and if it works, purchase it from you?” And this doesn’t just go for AAC devices. I’ve seen all kinds of equipment that is no longer used, sitting in some facilities collecting dust. I’m not shaming them–I understand after you pay for something, you don’t know what to do with it once it’s no longer being used–but cannot just throw it away.

“Isn’t That Cheating?”

Another mindset that occasionally surfaces is the idea that assistive technology gives a student an unfair advantage.

But assistive technology isn’t about giving a student an advantage, it’s about leveling the playing field.

If a student cannot physically write, speech-to-text allows them to express their ideas. If a student cannot read printed text, text-to-speech allows them to access the same material as their peers. If a student cannot communicate verbally, an AAC device allows them to participate in conversations and classroom discussions.

We don’t think of hearing aids, wheelchairs, or glasses as cheating. Assistive technology serves the same purpose: it removes barriers so a student can participate.

Technology Is Not a Reward

One more issue I see occasionally is the idea that a device is some kind of privilege or reward.

But assistive technology should never be treated like a birthday present or a special treat that a student earns. If a device or tool is necessary for the student to access instruction, it is part of their educational program.

Removing or withholding assistive technology as a form of discipline can actually make the situation worse. When students lose access to communication or learning tools, frustration and behavior challenges often increase rather than improve.

“If We Give Him a Device, He’ll Just Play With It”

Another concern that comes up frequently is the fear that a device will become a distraction rather than a support.

Teams sometimes worry that if a student receives a tablet or communication device, they will simply use it to play games or avoid their work. While that concern is understandable, it usually reflects a misunderstanding of how assistive technology is implemented.

First, most assistive technology devices used in schools are locked down for specific purposes. AAC devices, communication apps, and many school-issued tablets can be configured so they only run certain programs. Students are not typically handed a fully open device with access to games or entertainment.

Second, if a student is using assistive technology appropriately, the device becomes part of their learning routine. For example, a student might use speech-to-text software to write an assignment, text-to-speech to read a passage, or an AAC device to participate in classroom discussions. When the technology is integrated into instruction, it supports engagement rather than distraction.

It’s also worth remembering that many students already use technology throughout the school day. Classrooms frequently rely on laptops, tablets, and digital learning platforms. For students with disabilities, assistive technology simply allows them to access those same activities.

If distraction is still a concern, the solution is not to deny the tool altogether. Instead, the IEP team can address the issue through clear expectations, supervision, and training on how the device should be used. Like any classroom tool, assistive technology works best when students are taught how and when to use it appropriately.

Asking the Right Questions

Sometimes the most effective way to address these barriers is simply to ask clear, respectful questions.

For example: “I just want to make sure I understand. The team agrees that he needs this support, but the concern is the cost?”

Or: “Can you explain why the team believes this device would give him an unfair advantage rather than helping him access the curriculum?”

Repeating back what was said or asking for clarification often helps bring the conversation back to the student’s needs.

Advocacy sometimes means stepping slightly outside your comfort zone and asking those questions. As long as the conversation remains polite and professional, it’s okay to push for clearer explanations and thoughtful decision-making.

At the end of the day, assistive technology is not about gadgets. It’s about helping students participate, communicate, and learn alongside their peers.

Who Pays for Assistive Technology

If assistive technology is necessary for a student to receive FAPE (Free Appropriate Public Education), the school district is responsible for providing it.

In many cases, the school purchases the device or software and assigns it to the student for school use.

Typically, the school retains ownership of the equipment. If the student leaves the district, the equipment usually remains with the school.

Assistive technology does not always have to be expensive. In many cases, relatively simple tools or widely available software can provide the support a student needs to access instruction.

Can Schools Take Away Assistive Technology

If assistive technology is necessary for a student to access their education, it should not be removed as a punishment.

For example, a student who relies on an AAC device to communicate should not lose access to that device due to behavior.

Assistive technology functions as an accessibility tool. Just as schools would not take away a wheelchair or hearing aid as a disciplinary measure, devices used for communication or access should remain available when they are necessary for the student to participate in school.

If behavior concerns arise, the team should address the behavior through appropriate supports rather than removing tools that help the student access education.

Assistive technology can be one of the most powerful tools available to students with disabilities. Whether it’s a simple pencil grip, speech-to-text software, or a full AAC communication system, the goal is always the same: helping the student access their education more independently.

For some students, assistive technology makes it possible to communicate for the first time. For others, it allows them to demonstrate what they know without being limited by handwriting, reading challenges, or physical barriers.

The important thing to remember is that assistive technology is not a reward, a luxury, or a special privilege. It is a support that helps remove barriers to learning.

When IEP teams carefully evaluate a student’s needs, trial appropriate tools, and provide training and support, assistive technology can become an essential part of helping that student succeed in school.