Assistive Technology 



    The BPS Assistive Technology team will support students with disabilities to be college, career, and life ready by ensuring access to assistive technology to facilitate student success and independence in the least restrictive environment.  

    Mission Statement

    The BPS Assistive Technology team is committed to collaborate with district, school, and family partners to build the capacity of school-based teams to successfully implement assistive technology through a multi-tiered system of supports.  These supports include delivering professional development, coaching, coordinating device trials, and participating as equal partners on school-based 504/IEP teams. 

    What is Assistive Technology 

    • Assistive technology (AT) allows students with disabilities to access their curriculum in the classroom.
    • The goal of AT is to help a student perform classroom tasks more efficiently and independently in the least restrictive environment.
    • Considering and selecting assistive technology is a team-based, problem-solving process that occurs at the school level.


  • Assistive Technology Process

    All IEP teams must consider at every IEP whether a student with a disability requires Assistive Technology. Consideration is a discussion that takes place during the IEP team meeting using known information and results of previous screenings, assessments, and/or evaluations.

    This information allows for an informed decision regarding assistive technology for the following:

    • Assistive Technology is not needed
    • Assistive Technology is already being used successfully and should be continued
    • Different Assistive Technology needs to be tried
    • Assistive Technology Consultation is needed

    AT Consideration

    School based teams should refer to the district's County Plan for the specific process for Assistive Technology.
  • Brevard Assistive Technology Team

    The Brevard Assistive Technology team, is an interdisciplinary team including an OT, SLP, ESE teacher and AAC Specialist, providing coaching and support to IEP teams in public, charter, and non-profit private schools. 

  • FDOE Technical Assistance Papers and Manuals 

    Technical Assistance Paper: Assistive Technology

    Published August 21, 2013

    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:

    • Consider AT
    • Assist students in the selection, acquisition and use of AT
    • Understand timelines regarding some AT services
    • Identify resources to support the use of AT to ensure the provision of a free appropriate public education (FAPE)
    • Understand transition of AT
    • Understand the role of the LATS team in supporting school based teams in building capacity to make assistive technology decisions


    Technical Assistance Paper: 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 provision 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.


    Manual: Accommodations: Assisting Students with Disabilities 

    Published April 2018 

    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 accommodations.