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.  

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. 

• Assistive technology is any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.

• 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.

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

• AT must be considered by the IEP team at every IEP meeting

• AT consideration requires that the team participate in a consistent decision-making process in relation to the

  student's goals and objectives that facilitate access and progress in the general curriculum.

Questions to assist the team during discussion:

• What is it we want the student to be able to do within the student's education program that the student is not able to do because of their disability?

• Is the student currently able to complete tasks with special strategies or accommodations?

• Is there assistive technology currently being used to address this task?

• Would assistive technology help the student perform this skill more easily or efficiently, perform it in the least restrictive environment, or perform it successfully with less personal assistance?

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

Please visit the Assistive Technology Team Resources Website. Parents and BPS staff will find resources and information for all domains supported by assistive technology - communication, reading, writing, computer access and organization. 

The Brevard Assistive Technology team, is an interdisciplinary team consisting of 3 ESE Teachers, 2 speech-language pathologists, and an occupational therapist. This team provides coaching and support to IEP teams in public, charter, and non profit private schools. 

• Tina Drummond

• Aubrey Garnett

• Stephanie Holmes

• Jennifer Mahovlich

• Juana Velie

• Linda Wetzel

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.