The impacts of assistive technology (AT) are multidimensional, multifaceted and cross every domain of life. Perhaps Morris and Button (1994) answered the question best when they reported in "Access to Assistive Technology: A Public Policy Status Report" that "for some individuals with disabilities, assistive technology is a necessity that enables them to engage in or perform many tasks... to have greater control over their own lives; participate in and contribute more fully in activities in their home, school, and work environments, and in their communities; interact to a greater extent with non disabled individuals and otherwise benefit from opportunities that are taken for granted by individuals who do not have disabilities" (P. L. 103-218, Section 3).
The Individuals with Disabilities Education Act Amendments of 1997 (IDEA) (P. L. 105-17) is the federal law that mandates a free appropriate public education (FAPE) in the least restrictive environment (LRE) to children and youth with disabilities. IDEA requires special education services be provided for children and youth with disabilities aged 3 to 21 and early intervention services for children with disabilities birth through 2.
The Assistive Technology Act of 1998 (ATA) recognizes the importance of assistive technology in the lives of individuals with disabilities. Assistive Technology is defined as "any item, piece of equipment, or product system, whether acquired commercially modified or customized, that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities" (P. L. 105-394, Section 3). Identical definitions of AT are found in both the IDEA and ATA. The only exception is the use of "child" in IDEA and "individual" in the ATA.
Two other important pieces of federal legislation include the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973. The ADA is legislation that prohibits discrimination against individuals with disabilities in the areas of employment, public services, public accommodations, transportation, and communication. Section 504 of the Rehabilitation Act of 1973 requires that general education programs provide nondiscriminatory access to all children with disabilities.
This document is an updated and revised version of the original document published in 1995. It is intended for administrators, educators, families, related service providers, and advocates as they implement the 1997 Amendments to IDEA and the Maine Special Education Regulations, Chapter 101 and Chapter 180. This publication highlights some current practices utilized by the educational community, as educators, families, and communities forge forward in building resources and capacity for the provision of assistive technology devices and services.
Assistive technology is of critical importance as Maine implements the Learning Results. The Maine Learning Results set high expectations for all students and describe what all students should know and be able to do. Congressional intent as stated in IDEA 1997 is to have our children leave the educational system ready for employment and independent life.
All decisions by the Pupil Evaluation Team and the Early Childhood Team relating to assistive technology devices and services must be made on a case-by-case basis as part of each child's Individualized Education Program (IEP) or Individualized Family Service Plan (IFSP). It is hoped that this material will assist educators, families, related service providers and advocates to better understand assistive technology and its role in providing free appropriate education to children with disabilities in the least restrictive environment.