34 | Federal Regulations

34 | Federal Regulations

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1 34 CFR §300.5 Assistive Technology Device.

Assistive technology device means 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 the functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted, or the replacement of such device.

2 34 CFR §300.6 Assistive Technology Service.

Assistive technology service means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. The term includes –

  1. The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child’s customary environment;
  2. Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities;
  3. Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices;
  4. Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs;
  5. Training or technical assistance for a child with a disability or, if appropriate, that child’s family; and,
  6. Training or technical assistance for professionals (including individuals providing education or rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of that child.

3 34 CFR § 300.324 Development, review, and revision of IEP

  1. Consideration of special factors. The IEP Team must—
  1. In the case of a child whose behavior impedes the child's learning or that of others, consider the use of positive behavioral interventions and supports, and other strategies, to address that behavior;
  2. In the case of a child with limited English proficiency, consider the language needs of the child as those needs relate to the child’s IEP;
  3. In the case of a child who is blind or visually impaired, provide for instruction in Braille and the use of Braille unless the IEP Team determines, after an evaluation of the child’s reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the child’s future needs for instruction in Braille or the use of Braille), that instruction in Braille or the use of Braille is not appropriate for the child;
  4. Consider the communication needs of the child, and in the case of a child who is deaf or hard of hearing, consider the child’s language and communication needs, opportunities for direct communications with peers and professional personnel in the child’s language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child’s language and communication mode; and,
  5. Consider whether the child needs assistive technology devices and services.