Getting Assistive Technology Into the IEP
Assistive technology is a right, not a favor - here is how to get it evaluated, written into the IEP, and paid for without waiting a year for a device your child needs today.
The Real Order of Operations
What 'assistive technology' actually means in an IEP
Under IDEA (the federal special-education law), assistive technology is split into two parts, and you want both. An AT device is 'any item... used to increase, maintain, or improve functional capabilities' - that ranges from a $10 pencil grip to a $5,000 eye-gaze communication system. An AT service is everything that makes the device usable: the evaluation, customizing and programming it, training your child, and - crucially - training the teachers and aides who work with them.
Families often win the device and lose the service. A powerful AAC tablet does nothing if the classroom staff were never taught to program pages or model language on it. When you ask for AT, ask for the training in the same breath, and get that training written in as a service with a frequency, not a promise.
The magic words: 'consider AT for every child, every meeting'
IDEA lists assistive technology as one of the 'special factors' the IEP team must consider for every single student, at every IEP meeting. That means the team cannot simply skip it. If the topic never came up in your last meeting, that is a valid reason to reconvene.
You do not need to prove your child has failed without AT first. The standard is whether AT would help them access their education and make progress on their goals - not whether they are drowning without it. Frame your request around access: 'How will my child show what they know, communicate, and reach these goals?' That question puts AT squarely on the table.
Getting a real evaluation - not a checklist
A good AT evaluation is a process, not a form. The gold-standard approach in the field is called SETT (Student, Environments, Tasks, Tools): the team looks at your child, where they need to function, what tasks they need to do, and only THEN what tools fit - in that order. Be wary of an 'evaluation' that names a device on day one without ever putting it in your child's hands.
You are entitled to request the evaluation in writing, and you can name what you want assessed - communication, computer access, seating and mobility, vision access. If the district's own evaluation feels rushed or unqualified, you have the right to request an Independent Educational Evaluation (IEE) at public expense. For a child with complex needs, a specialist evaluation is often worth pushing for.
Trial the device before it lands in the IEP
Never let a team commit to a specific device off a catalog. Trials matter because the 'best' device on paper is often the wrong one in real life - too heavy for a wheelchair tray, too many steps for a child with a seizure disorder, a mount that fails the gait trainer.
Free trials are more available than most families realize. Every state has an Assistive Technology Act program with a device lending library or loan closet - you can borrow equipment for weeks at no cost (find yours through the AT3 Center directory). AAC and eye-gaze manufacturers also run free multi-week loaner programs. Use a trial to gather real classroom data; that data is your strongest evidence at the IEP table.
Write it so it is actually enforceable
The difference between a device your child uses and a device that lives in a closet is how it is written. Push for AT to appear in three places: the Special Factors checkbox (yes, AT is needed), the Present Levels section (describing what the child can do WITH the tool), and the Services or Supplementary Aids section (naming the device, staff training, and home use with real frequency and duration).
Watch the language. 'Access to AT as needed' is nearly meaningless. 'A dedicated eye-gaze AAC device available across all school settings, staff training 2x/month, and device to travel home daily' is enforceable. If the team resists home use, point to the IEP goals: if a communication or homework goal cannot be met without the device at home, IDEA supports it going home.
Who pays - and why ownership matters
Here is the key distinction. When a school provides AT because the child needs it for their education, it is free to you - but the school usually owns it, and it can stay behind when your child changes districts or graduates. That is fine for a classroom computer, but heartbreaking when it is your nonverbal child's only voice.
For a device your child needs in every part of life, aim for a funding source that gives the device to the CHILD. Medicaid (including the EPSDT benefit for kids and many HCBS waivers) and private insurance frequently cover 'speech-generating devices' as durable medical equipment with a doctor's and SLP's prescription. When insurance denies or gaps remain, foundations like the UnitedHealthcare Children's Foundation, First Hand Foundation, and Variety - The Children's Charity fund AT for families. A device owned by your child follows them home, to the next school, and into adulthood.
School-Provided vs. Family-Owned AT
| School provides it (IDEA) | Family owns it (Medicaid / insurance / grants) | |
|---|---|---|
| Cost to you | $0 | $0 to low, depending on coverage |
| Who owns it | Usually the school district | Your child |
| Where it can go | Wherever the IEP allows | Everywhere - home, community, forever |
| When it graduates | May stay with the district | Stays with your child for life |
| Best for | Classroom tools, computers, trials | Communication devices, daily-life essentials |
Email beats hallway conversations. A dated written request for an AT evaluation starts legal timelines and creates a record if you ever need to escalate. After every IEP meeting, send a short follow-up email summarizing what was agreed ('confirming the team will provide X and staff training on Y'). If it is not in writing, it is far harder to enforce - and far easier for a team to quietly drop.
Frequently asked questions
The school says they can't afford the device we need. Is that legal?
Can we take the AAC device home, or does it stay at school?
Do we have to wait for the annual IEP meeting to add AT?
The evaluator recommended a device but nobody was trained to use it. What now?
Insurance denied the speech device. Is that the end of the road?
What if I disagree with the school's AT evaluation?
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