At Guidance

This page preserves the original wording and adds light grouping into universal sections so an agent can deep‑link by purpose (context, assessments, supports, implementation, compliance, troubleshooting). New content is limited to clearly labeled updates with authoritative citations.

Student Context

Florida Assistive Technology (AT) Technical Assistance — PlainLanguage Narrative (2024)

Supports & Features

Update (2025-09-24): Distinguish accessible formats (same content, different form—braille, large print, audio, accessible digital text) from content modifications. See AEM Center guidance. source

Source: Florida Department of Education, Technical Assistance Paper on Assistive Technology (2024). This rewrite turns the Q&A + edits into a cohesive narrative designed to be ingested by an AI agent and used by school teams. It summarizes rules, roles, timelines, decisions, and practical phrasing to answer common “Can we…?” questions. It is guidance, not legal advice.

1) Purpose and Scope

This document clarifies how Florida public schools consider, select, provide, fund, implement, and transition assistive technology (AT) for students with disabilities. It aligns with IDEA 2004 and Florida statutes/rules and is intended to help IEP teams:

Documentation & Compliance

Update (2025-09-24): IEP Teams must consider assistive technology when developing, reviewing, or revising an IEP (34 CFR §300.324(a)(2)(v)). 'Assistive technology service' includes evaluation, acquisition, customization, coordination, and training for students, families, and staff (34 CFR §300.6). source (300.324) source (300.6)

Consider AT for every student with an IEP.

Assessments & Screenings

Decide what to evaluate and how to run device/service trials in the student’s customary environments.

Supports & Features

Write AT into the IEP where it belongs (present levels, goals, services, accommodations, and assessment supports).

Implementation & Training

Update (2025-09-24): When materials are delivered digitally, follow current Web Content Accessibility Guidelines (WCAG 2.2, Level AA) to reduce access barriers. source

Plan training, maintenance, and transitions across schools and into postsecondary life.

Core principles:

Issues & Troubleshooting

Student agency & transfer of responsibility. The purpose of this process is to help the student identify, obtain, and use appropriate AT. When students are physically/cognitively young, the team does most of the work; as they mature, the team intentionally transfers responsibility (decisionmaking, daily setup/charging, requesting supports, basic troubleshooting) so that by graduation the student can selfadvocate and selfmanage.

Documentation & Compliance

AT is just technology identified for FAPE. The only practical difference between “regular” technology and “assistive technology” in schools is that the IEP team has identified a standard tool/product as necessary for the student to receive FAPE. That identification obligates the district to provide, support, and document it.

Supports & Features

Featuredriven, not branddriven. AT decisions should specify the features/capabilities needed to enable participation and progress (e.g., texttospeech with synchronized highlighting; twoswitch step scanning with word prediction), rather than naming brands.

Student Context

2) Definitions (plain language)

2.0 AT vs “Regular” Technology (practical distinction)

Supports & Features

Most tools are simply technology. A tool becomes assistive technology for a student when the IEP team determines that the tool’s features are required for the student to access the curriculum or make progress toward IEP goals (FAPE). Once identified in the IEP, the district is responsible for providing, supporting, and maintaining it, just as with other required services.

Examples: a mainstream tablet used with TTS and a keyguard; a schoolissued laptop configured with largeprint and prediction; a classroom amplification system listed as required for access.

2.1 AT Device

Assessments & Screenings

Any item, equipment, or system—commercial, modified, or custom—used to increase, maintain, or improve a student’s functional capabilities for education. This is a usagebased definition. (Surgically implanted medical devices and their replacements are excluded.)

2.2 AT Service

Student Context

Any service that directly helps a student select, acquire, or use AT. Examples include: functional evaluation in customary environments; acquiring devices; fitting/customizing/repairing; coordinating with other services; and training/technical assistance for the student, family, and professionals.

2.3 Range of AT

Supports & Features

AT spans lowtech (pencil grips, page holders, visual supports), midtech (timers, singlemessage communicators, switch toys), and high/complex tech (computers/mobile devices, alternative access, AAC systems, eyegaze, TTS/reading tools). Teams choose the least complex solution that meets the educational need.

Documentation & Compliance

Note: Wheelchairs, hearing aids, and eyeglasses are generally medical, but can be AT in limited, educationspecific circumstances if required for FAPE.

Assessments & Screenings

2.4 AT Evaluation (what it means in practice)

There is no single mandated format. The IEP team determines what data and trials are needed, but an AT evaluation is, at minimum, a functional evaluation in the student’s typical settings to inform selection of device(s)/service(s).

3) IEP Consideration and Evaluation

3.1 “Consideration of AT” (required for every IEP)

During IEP development/review/revision, the team briefly but thoughtfully decides whether AT is not needed, already working and should be included, should be tried, or requires deeper assessment. Use existing data and any quick screeners to inform this step.

Conversation Support

Helpful prompts:

Supports & Features

What do we want the student to do (write, read, communicate, see/hear information) that isn’t happening because of the disability?

Are current strategies/accommodations sufficient? Are there universal/district tools already in use (e.g., TTS readers, word prediction)?

Student Context

Would AT make the task easier, more efficient, more independent, or feasible in the least restrictive environment (LRE)?

3.2 60 SchoolDay Timeline (Florida Statute §1003.575)

Assessments & Screenings

If the IEP team recommends an AT evaluation and obtains parental consent, the evaluation must be completed within 60 school days. “School day” includes any day (even partial) when children are in attendance for instruction; ESYonly days are not counted unless they meet the general definition of “school day” for all students.

Documentation & Compliance

3.3 504 Plans and the 60day rule

Section 1003.575 applies to students with disabilities as defined in §1003.01(3)(a), F.S. (i.e., IDEAeligible). Students served only under Section 504 are outside this specific definition, but see funding below—districts must still provide needed AT for access under 504.

Assessments & Screenings

3.4 Who can evaluate for AT?

Student Context

Start with the student and the core IEP team (family, general/special educators). Add expertise as needed (SLP for communication/language, OT/PT for motor/positioning, vision/DHH specialists, AT specialists, rehab engineer, etc.). Team composition is driven by the complexity of needs.

Assessments & Screenings

3.5 Where evaluations occur

Conduct evaluations and trials in the student’s customary environments (classrooms, buses, cafeteria, homebound/virtual contexts as applicable) because appropriateness depends on the real tasks and settings.

Supports & Features

4) Writing AT in the IEP (what goes where)

Student Context

Present Levels (PLAAFP): Describe needs that AT addresses and current performance with/without supports.

Supports & Features

Measurable Annual Goals: Focus on skills/outcomes, not brands. Example: “Given texttospeech and digital annotation supports, Student will answer literal/inferential questions with 80% accuracy…”

Assessments & Screenings

Special Education & Related Services: Include AT services (evaluation, customization, training for student/peers/staff) when needed.

Supports & Features

Supplementary Aids & Services / Accommodations: List AT features (e.g., “speech output with scanning and word prediction,” “alternative access via twoswitch step scanning,” “TTS with synchronized highlighting”).

Assessments & Screenings

State/District Assessments: Document accommodations and device features permitted by policy.

Supports & Features

Rule of thumb: Document features and functions; avoid embedding brand names in goals.

5) Roles and Responsibilities

Student (growing role): With coaching, the student learns to describe needs, select features that help, set up/charge devices, request accommodations, and report problems. Responsibility shifts from the team to the student as skills mature; by graduation, the student should be able to selfadvocate and manage daily use.

Documentation & Compliance

Parents/Guardians: Equal IEP team members; may invite outside experts to meetings.

General Education Teacher(s): Describe curriculum tasks/demands; help shape supplementary aids/services for access.

Student Context

Administrators: Ensure AT options are available across learning environments; assign owners for procurement, training, maintenance, and procedures.

Supports & Features

District Technology/AT Plan: Include universal supports (e.g., TTS, alternative keyboards) and pathways for individualized devices (e.g., AAC systems).

6) Selection & Dispute Handling

Assessments & Screenings

Decisions are based on evaluation + trials in context. Provide the appropriate technology to ensure FAPE; choose the least complex/least costly solution that meets the need.

Supports & Features

If the team cannot reach consensus, the district must still ensure the IEP includes needed supports. Provide Prior Written Notice on proposals/refusals and inform parents of options (mediation, due process).

Issues & Troubleshooting

7) Funding & Cost Issues (plain answers)

Documentation & Compliance

IDEAeligible students: If AT is required for FAPE, the district must provide devices/services at no cost to parents. Districts can use state/district funds, IDEA funds, donations, private insurance (with consent), and Medicaid (with consent).

Section 504: If needed for access, the district must provide AT—funded from general budgets (no dedicated federal 504 funds).

Private Schools (parentally placed): Services are based on consultation and proportionate share; the district makes final decisions about services provided.

“We can’t afford it”: Cost cannot be the controlling factor when AT is necessary for FAPE. Compare cost only between equally effective options.

Private Insurance: Families cannot be required to use private insurance or incur costs. If families choose to use it, districts should inform them of implications (deductibles, caps, etc.).

Medicaid: Permitted with signed parental consent; Medicaid generally funds medically necessary items (e.g., AAC) and some related services. Ownership typically follows the payer.

Parentpurchased devices: Parents may supply a device for school use. If it’s in the IEP as a needed support, the district still bears responsibility for providing FAPE and documenting why this device is used.

Implementation & Training

8) Implementation: Training, Use, and Maintenance

Student Context

Train everyone who needs it: student, family, general/special educators, paras, bus/lunch staff, peers as appropriate. Cover purpose/functions, setup/programming, minor troubleshooting, integrating the device into routines/goals, maintenance, and where to get repairs.

Assessments & Screenings

If the student isn’t using the device, return to consideration and adjust: different features, training, or a different device.

Documentation & Compliance

Districts should plan for charging, storage, mounting, cleaning, repair, and loaners where feasible.

9) Use Outside School

Home use: Allowed when required for homework, practice, or communication/socialization goals; write it into the IEP.

Summer/ESY: May be provided if needed for ESY goals.

Implementation & Training

Loss/Damage: Parents cannot be required to assume financial responsibility for districtowned AT listed in the IEP. Review device suitability if loss/damage is repeated; ensure continuity of access.

Student Context

Keeping the same device: Keep as long as it meets needs; revisit as demands change.

Implementation & Training

10) Transition & Transfer of AT

Documentation & Compliance

Interagency transfer (Florida §1003.575): State agencies have an agreement to support transition of AT between school and postschool settings. Districts should plan and document needed devices/services and invite responsible agencies to IEP meetings.

Moving schools (indistrict): AT required in the IEP must be provided at the new school. The exact device may or may not travel, but continuity is encouraged.

Moving districts: Districts can transfer equipment; collaboration is encouraged to avoid service gaps.

Implementation & Training

Postgraduation: Begin independence and selfadvocacy training early (age 14 or 8th grade). By age 16, include AT in transition services, with agency linkages for provision/funding after exit. Upon request and under interagency processes, districts may transfer devices to receiving agencies. If the family/third party purchased the device, it is the student’s property.

11) AI Answer Patterns (ready to use)

Assessments & Screenings

Q: Do we have to consider AT for every IEP? A: Yes. Consideration is required at each IEP development/review/revision. Decide if AT isn’t needed, is already working and should be documented, should be tried, or requires further evaluation.

Q: When does the Florida 60 schoolday clock start? A: When the IEP team recommends an AT evaluation and parental consent is obtained.

Q: Do ESY days count? A: Only if they meet the definition of school day (attendance for instruction for all students). ESYonly days typically do not count.

Student Context

Q: Who can perform the AT evaluation? A: A team tailored to the student: start with family + educators; add SLP/OT/PT/AT/vision/DHH/etc. as needed. Conduct in customary environments.

Supports & Features

Q: Where do we write AT in the IEP? A: Present levels, goals (focus on outcomes), services (including training), supplementary aids/accommodations, and testing supports. Use features, not brands.

Documentation & Compliance

Q: Can we deny AT because of cost? A: No. If AT is necessary for FAPE, the district must provide it. Compare cost only among equally effective choices.

Q: Must parents use private insurance? A: No. They cannot be required to incur costs. Medicaid can be used with consent; ownership typically follows the payer.

Q: Can a student take the device home or use it in summer? A: Yes, if written in the IEP as needed for homework/practice/communication or ESY goals.

Supports & Features

Q: What if the team can’t agree? A: The district must ensure needed supports are in the IEP, provide Prior Written Notice for proposals/refusals, and inform parents of disputeresolution options.

Documentation & Compliance

12) Example IEP Phrasing (featurefocused)

Accommodation/Supplementary Aid: “Student will use speech output with twoswitch step scanning and word prediction for written responses in content classes.”

Related Service (AT): “AT services: initial setup/customization; training for student, family, teachers, and support staff; followup technical assistance; maintenance plan.”

Supports & Features

Goal (outcomefocused): “With TTS and synchronized highlighting, Student will answer 8/10 comprehension questions about gradelevel texts across 3 consecutive probes.”

Implementation & Training

Transition note: “By age 16, invite VR/DBS as appropriate; document agency linkages for AAC funding postgraduation.”

Closing Note

Assessments & Screenings

This narrative preserves the intent of Florida’s AT TAP: AT is considered for every IEP, evaluated functionally in real settings, documented by features, supported through training and maintenance, and transitioned thoughtfully across schools and into adult life.