The BPS Assistive Technology team will support students with disabilities to be college, career, and life ready by ensuring access to assistive technnology to facilitate student success and indpendence in the least restrictive environment.
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 technololgy 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 teams for students with complex needs.
What is Assistive Technology
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 more easily or efficiently, perform it in the least restrictive environment and/or perform successfully with less personal assistance. Considering and selecting assistive technology is 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 screenings, assessments, and/or evaluations. This information allows for an informed decision regarding assistive technology already being used, trying different assistive technology, or discontinuing assistive technology that may currently be in place.
Brevard Assistive Technology Team
The Brevard Assistive Technology team, is an interdisciplinary team including an SLP, OT, ESE teacher and AAC Specialist, providing coaching and support to IEP teams in public, charter, and non profit private schools.
Assistive Technology Supports
School Level Training
Schools and departments may request customized training as a component of your school's professional learning.
An Assistive Technology team member will consult with you on the needs of your group and the best way to accomplish long-term goals related to the principles of Universal Design for Learning (UDL), assistive technology, and effective use of technology for improving the performance of students.
We can help you design a systematic approach to coach staff toward a specific goal. This may include training, follow-up tasks and feedback, email support, and help determining if your outcomes are being reached.
Teams may request that the Asssitive Technology team help them consider assistive technology (AT) for a specific student or situation. Assistive Technology specialists work closely with the school team to model the SETT framework and provide training and information. This is not a direct service to a student, but rather a way of providing technical assistance and support to the school team as they consider, screen, and/or assess their student's needs for assistive technology.
Because considering AT is required at every IEP meeting, the BPS AT Team's goal is to build capacity for teams to be able to do so independently.
Students who require AT evaluation may additionally request the support of the AT team as they go through the evaluation process.
FDOE Techical Assistance Papers and Manuals
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
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.
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.
- Consider AT