# data[].attributes.body
Create an Individualized Education Program, or IEP, for the student. Additional information about IEP programs can be found here:

https://www.understood.org/en/articles/understanding-individualized-education-programs

# data[].attributes.attachment_link.readable_text
For kids to receive special education services, they need an IEP - an Individualized Education Program. If your child has been evaluated, the process of getting an IEP has already begun. But there's still a lot to learn about how the IEP process works and what your role will be.

This guide is designed to help you through every step of your IEP journey. It offers basic information, while also leading you to more detailed information and insights.

The more you know about the purpose of IEPs, the more involved you can be in getting your child the best support possible.

If you just started learning about IEPs, you'll likely hear about many things that are unfamiliar to you. And you'll probably have lots of questions. Who gets an IEP in school? What's the difference between an IEP and a 504 plan? What's the purpose of an IEP?

Having answers to your questions can help you decide if you want to pursue an IEP for your child. It can also help you advocate for your child with more confidence.

The process of getting an IEP for your child can be confusing. It's important to know what happens - and when. The first step is having an evaluation for special education. Then the school must decide whether your child qualifies for services and supports.

How will the school make that decision? What happens if the school decides your child isn't eligible?

If you've never seen an IEP before, the various documents can be hard to decipher. They cover many areas, using terms and information you'll likely have questions about. But all of those pieces - from testing results to goals for progress - add up to the best school program of instruction and supports for your child.

The information in an IEP can give you a deeper understanding of your child's strengths and challenges. And it should lay out exactly how the school plans to help your child improve and build skills.

Your child's special education program kicks off with an IEP meeting. The entire IEP team will be there. You may also hear from professionals at school who were part of the evaluation process. Some might provide services or supports for your child. And that's just the first of many IEP meetings you likely will attend over the course of your child's school years.

IEP meetings can be stressful for some parents. Knowing what happens at IEP meetings can make it easier to navigate them.

The IEP journey continues well after your child's plan is put into place. From here on, you'll play a key role in making sure the plan is working and your child is making progress. But what does that involve? What should you be looking for or asking about?

The IEP will change over time (and your role might as well) along with your child's needs. You'll also be involved in crafting a plan for transitioning out of an IEP toward the end of high school. But you'll still be your child's number-one advocate throughout the school years - and beyond.

Key takeaways

Your child needs an IEP to get special education services at school.

You play a key role throughout the IEP process.

It's important to stay on top of your child's IEP and make sure your child is making progress.

# data[].attributes.attachment_link.description
IEPs in school: An Individualized Education Program (IEP) is a written education plan designed to meet a child's learning needs. Learn about the purpose of an IEP and the IEP process in this guide.

# data[].attributes.body
The student was found to be ineligible.

# data[].attributes.body
Has the student been found eligible to receive special education or related services?

# data[].attributes.body
Hold a meeting to determine whether an evaluation of the student will be performed

# data[].attributes.body
Has an evaluation of the student involving any relevant data and specialists been performed?

# data[].attributes.body
Consult with the student's parents and the school's administration to provide them with any necessary accommodations. Recommended accommodations can be found here:

https://www2.unb.ca/alc/modules/physical-disabilities/implications-for-learning.html

# data[].attributes.attachment_link.readable_text
Physical disability may have an impact on some or all activities to a greater or lesser extent. Students with physical disabilities may have problems related to movement, posture (e.g., sitting, standing), grasping or manipulating objects, communication, eating, perception, reflex movements, and/or automatic motricity (e.g., sphincter, intestinal muscles).

The initial barrier experienced by many students with physical disabilities is physically accessing the learning environment itself. For many students with physical disabilities the inaccessibility of buildings and surrounding areas is a problem. ⁴

Students with physical disabilities and neurological conditions may also have perceptual difficulties that can take various forms. Some students have difficulty actually receiving information by hearing or sight, while others can see or hear, but cannot process the information they receive. This can cause difficulties with reading and writing, such as locating the correct place on the page, or moving from left to right when reading and writing.

Students with a neurological condition, and who may also have a physical disability, may have speech and language difficulties, along with students who are deaf, or who have partial hearing, may have difficulty communicating through speech. People with communication difficulties are often thought to be far less able than they really are. It is important to avoid making quick judgments about these students to ensure that automatic assumptions are not being made concerning a student's intelligence and ability if their speech is very slow, slurred, or if they are non-verbal. The potential of these students often goes unrecognized. Berry and Domene (2015) observed that students with physical disabilities report that support from postsecondary faculty and staff along with environmental and material supports to be important for achieving success in their postsecondary studies.

Common Accommodations

The following accommodations and classroom adaptations are a list of suggested accommodations, but are not comprehensive or exhaustive, nor will all accommodations listed be necessary in all cases. Other accommodations may be implemented based on the individual needs of each student as recommended by your campus Disability Services Office or other professionals.

Common Characteristics of a Student with Physical Disabilities

Commonly Suggested Accommodations/Classroom Adaptations

Has unique needs in terms of physical space or has difficulty using chairs/tables in the classroom/lab.

Create a physically accessible environment that is not mobility-limited.

Student needs specialized transportation.

Be flexible with the schedule. Students may arrive late or have to leave before the class is over due to adapted transportation services.

Is often physically unable to hold a pen and write for extended periods of time or may experience challenges with input, output, and information processing when working on assignments, tests, and/or exams.

Replace written exams or assignments with an oral exam or presentation.
Use of note takers.
Use of assistive technology (e.g., computer, assistive software, mini recorder, etc.). ⁵
Use of a scribe or speech-to-text software to record answers on tests/exams.
Provide a room other than the classroom for exams if required.

Student has difficulty finishing assignments and/or tests in allotted time.

Extra time for tests/exams and perhaps some components of coursework.

Experiences fatigue and limited mobility when speaking to a person for a long period of time.

When speaking to a person who uses a wheelchair for a long period of time, avoid the need for them to strain in order to look up at you by sitting beside or leaning toward them during the conversation, in order for them to avoid experiencing fatigue and/or pain.

Requires extra time to obtain formats compatible with assistive technology.

Provide digital copies of texts. (It is very important to provide students with a complete list of reference documents as early as possible or prior to the start of the semester).

Feels excluded during group exercises or has difficulty moving around the classroom.

Make sure that the person is always included with others when forming groups.

Expends a great deal of energy to complete daily tasks.

To reduce fatigue of students with physical disability, it may be helpful to limit the number of exams on a given day or week. Extra time should be planned for oral reports on occasion if the person has diction problems.
Perhaps suggest a reduced course load.

Experiences challenges with daily living activities and mobility.

Ensure all off-site activities are accessible or provide alternative assignment options.
Individuals with a motor disability sometimes use a service animal, which is usually trained to respond to unique commands. (It is preferable to ask permission before you pet the service animal).

4. SCIPS (2008).

5. Common technology used to help people with physical disabilities include, but are not limited to: alternative and modified keyboards, on-screen and touch screen keyboards, specialized mice, text and screen reading software, speech-to-text software, magnification software, and eye gaze communication device.

# data[].attributes.attachment_link.title
Supporting Students with Disabilities | Physical Disabilities

# data[].attributes.attachment_link.description
Physical disability may have an impact on some or all activities to a greater or lesser extent. Students with physical disabilities may have problems related to movement, posture (e.g., sitting, standing), grasping or manipulating objects, communication, eating, perception, reflex movements, and/or automatic motricity (e.g., sphincter, intestinal muscles).

# data[].attributes.body
Is the student struggling physically?

# data[].attributes.body
Has a meeting been held determining whether or not an evaluation will be held to determine whether or not the student has a learning disability with parental consent?

# data[].attributes.body
Recommend additional treatment and/or assistive technologies to aid the student. Examples of assistive technologies can be found here:

https://www.disabilityrightswa.org/publications/assistive-technology-special-education-students/

# data[].attributes.attachment_link.readable_text
This publication provides a definition of assistive technology, a brief overview of basic special education requirements related to assistive technology and answers commonly asked questions regarding assistive technology for students in special education programs. Assistive technology is also known as AT.

What is assistive technology?

Assistive technology consists of devices and services. An assistive technology device is an item or piece of equipment that helps a person with a disability increase, maintain, or improve a student's functional capabilities. Assistive technology devices can be high-tech or low-tech. Examples of assistive technology devices are:

Wheelchair or wheelchair ramp;

Voice-activated computer;

Telecommunication device;

Electronic note takers and cassette recorders;

An auditory FM trainer and closed circuit TV;

Large-print books;

Word prediction, voice recognition and synthesis, and word processing software;

Switches and controls for access to equipment;

Tactile materials for visually impaired students, such as Braille flashcards, pegboards for teaching shapes or spatial relations, manual and electronic Braillewriters, and adaptive paper that provides extra visual or tactile feedback such as raised-line paper;

Pencil grips;

Hearing aids.

Medical devices that are surgically implanted are not considered assistive technology devices.

An assistive technology service is any direct assistance to the student with a disability in the selection, acquisition, or use of the assistive technology device. Assistive technology services include, but are not limited to:

an evaluation of a student's need, including a functional evaluation in the student's customary environment;

the purchasing, leasing, or acquiring of an assistive technology device;

the selection, design, fitting, adapting, repairing, and replacing of an assistive technology device; and

the training or technical assistance for a student, the student's family, or other professionals who provide services to or are otherwise substantially involved in the student's major life functions.

Brief overview of special education requirements and terms

The Individuals with Disabilities Education Act (IDEA) is the federal special education law that requires public schools to provide all children with a Free Appropriate Public Education (FAPE). To provide FAPE to a student with a disability, schools must provide special education and related services. Special education is defined as "specially designed instruction . . . to meet the unique needs of a child with a disability...." Related services means "transportation, and such developmental, corrective, and other supportive services... as may be required to assist a child with a disability to benefit from special education...." Related services include, but are not limited to, speech-language pathology and audiology services, interpreting services, psychological services, and physical and occupational therapy.

Schools must provide FAPE in the Least Restrictive Environment (LRE). LRE means that:

To the maximum extent appropriate, children with disabilities... are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

Supplementary aids and services are "aids, services, and other supports that are provided in regular education classes or other education-related settings to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate...."

If, after an appropriate evaluation, a student qualifies for special education services under the IDEA, the student's Individual Education Program (IEP) team must create and implement an IEP for that student. An IEP is a written statement that contains a detailed description of the individualized instruction and services a student with disabilities needs to receive FAPE.

How can a student obtain assistive technology devices and services?

The IEP team always should consider a student's need for assistive technology. If a student, parent, teacher, or other member of the IEP team notices that assistive technology is not being considered and believes it should be, the person should raise the concern at the annual IEP meeting or request a meeting to discuss the assistive technology. At the meeting, the IEP team will determine whether the assistive technology would allow the student to benefit from educational instruction or meet IEP goals and objectives.

Assistive technology devices and services can be included in an IEP for two reasons: 1) as special education or a related service; and/or 2) as a supplementary aid and service. First, if the individual needs an assistive technology service or device as special education or a related service necessary to receive FAPE, then that service or device should be made available. Examples of an assistive technology device and service provided as special education designed to meet the unique needs of a child with a disability includes a voice-activated computer and training for the student and teacher to use the computer. An example of an assistive technology service provided as a related service to assist a child in benefiting from special education includes speech-language services related to use of a voice-activated computer.

Second, under the LRE requirement, a school must provide supplementary aids and services to ensure children are educated in a regular education environment to the maximum extent possible. Therefore, assistive technology can be necessary to ensure that the LRE is maintained, even if it does not directly affect the receipt of FAPE. In this instance, assistive technology is considered a supplementary aid or service and should be included in the IEP and provided to the individual. An example of an assistive technology device and an assistive technology service provided as a supplementary aid and service is a wheelchair that allows a child to access classrooms and physical therapy to use the wheelchair.

Regardless of which category the assistive technology need falls into, it should be included in the individual's IEP. Specifically, the IEP should include a statement of the special education and related services and supplementary aids and services to be provided to the student. The special education and related services and supplementary aids and services contained in the IEP statement should allow the student to advance appropriately toward annual goals, to be involved in and make progress toward the general curriculum, and to be educated and participate with other students with and without disabilities.

Can a student take his/her assistive technology home?

The school should provide assistive technology in the home if the student requires the use of the assistive technology in the home to receive FAPE. For example, if the student needs an assistive technology device to complete homework assignments, then the student should be allowed to take the assistive technology device home. The IEP team, of which the parent and the child are a part, should make this determination on a case-by-case basis.

How can a student obtain funding for assistive technology?

The student or parent should discuss possible funding with both the school and other funding source representatives, including Medicaid-funded services case managers. Possible sources of funding for students in need of assistive technology include:
* The school district;
* Private insurance, with parental consent;
* Medicaid or other public benefits, with parental consent; and
* Division of Vocational Rehabilitation services.

The Office of the Superintendent of Public Instruction (OSPI) is responsible for creating agreements between it and the above non-educational public agencies to ensure that students receive any special education or related services, supplementary aids and services, and transition services that are necessary to provide the student with FAPE, including assistive technology devices and services. If a non-educational public agency fails to provide or pay for these services, the school district developing the student's IEP must provide or pay for the service in a timely manner, but the school district can seek repayment from the other agency.

What if the IEP team does not approve the request for assistive technology?

If the IEP team determines that assistive technology is not necessary, the student's parent or teacher may request a reevaluation of the student. Other members of the team also may determine that a reevaluation is necessary before making a determination, and may request a reevaluation.

Students, parents, and school officials may disagree about a student's assistive technology needs. If there is still disagreement about assistive technology needs after a reevaluation and the student's parents believe that the school's evaluation was inadequate or failed to address the student's assistive technology needs, the parents have the right to request an independent evaluation of the student. Parents also can submit a citizen complaint with OSPI or request a due process hearing to challenge the denial.

What if the student's assistive technology device is in need of repair?

Maintenance and repair of assistive technology devices are included in the definition of assistive technology service.

What can a student or parent do if they are having trouble obtaining assistive technology at school?

DRW's publication "Special Education Resources" lists many organizations that may assist parents and students with special education issues. Along with contacting DRW for technical assistance about assistive technology issues, a few particularly relevant resources are:

Northwest Access Fund
1437 S Jackson St, Ste 302
Seattle, WA 98144
(206) 328-5116 Voice
(877) 428-5116 / (888) 494-4775 TTY
info@nwaccessfund.org
www.washingtonaccessfund.org

Northwest Access Fund, formerly known as Washington Access Fund, provides loans for assistive technology and home and vehicle accessibility modifications. It also provides tips on what to think about when purchasing assistive technology to make sure the assistive technology is appropriate. Northwest Access Fund helps callers identify other sources of funding and resources to help with money management issues.

Washington Assistive Technology Act Program (WATAP)
(800) 214-8731 / TTY (866) 866-0162
watap@uw.edu
www.watap.org

WATAP offers information and referrals to family members, employers, employment service providers, educators, health care providers, social service providers, and others seeking assistive technology services and knowledge. WATAP is part of the University of Washington Center for Technology & Disability Studies. It provides assistive technology resources and expertise to help people make decisions and obtain the technology and related services needed for work, education, and independent living.

Washington State Governor's Office of the Education Ombuds
155 NE 100th St, #210
Seattle, WA 98125
(866) 297-2597
http://oeo.wa.gov

The Office of the Education Ombuds (OEO) helps resolve disputes and conflicts between families and elementary and secondary public schools in all areas that affect student learning. OEO is part of the Governor's Office and functions independently from the public school system. OEO's intake and services are conducted primarily by telephone and are free and confidential. Ombuds can answer questions and provide information about what a parent's and student's rights are, facilitate meetings to find resolution to problems and concerns, and assist parents with navigating the public school system.

The following federal funding partner shared in the cost of producing this material: the Administration on Intellectual and Developmental Disabilities, AIDD (1501WAPADD). These contents are the sole responsibility of Disability Rights Washington and do not necessarily represent the official views of AIDD.

# data[].attributes.attachment_link.title
Assistive Technology for Special Education Students - Disability Rights Washington

# data[].attributes.attachment_link.description
This publication provides a definition of assistive technology, a brief overview of basic special education requirements related to assistive technology

# data[].attributes.body
Does the student have a previously diagnosed learning disability?

# data[].attributes.body
Inform the student's parents of the situation and recommend seeing the school's guidance counselor

# data[].attributes.body
Continue monitoring the student's progress and note any changes as needed.

# data[].attributes.body
Is the student struggling socially?