Home » For Educators/Parents

For Educators/Parents

MassMATCH has programs and website resources designed to help educators learn about and get access to AT appropriate for their students with disabilities.

To get started, please browse:

FAQs from Educators
AT School Share
Virtual AT Toolkit for Education
School-related AT Resources and Links
School AT Success Stories

The Individuals with Disabilities Education Act (IDEA 2004) requires school districts to consider assistive technology (AT) devices and services for every student with a disability. In Massachusetts, the Department of Elementary and Secondary Education recommends that AT be evaluated before setting a student’s Individualized Educational Program (IEP) goals. This is because AT not only helps students meet their educational goals, but it can also inspire them to set higher ones.

In the classroom, AT can range from low-tech solutions like pencil grips and cardboard reading frames to high-tech tools like alternative keyboards, screen reading software, and specialized calculators. Some devices require extensive training and customization, while others are easy to use and quickly adopted.

AT should always be considered if it can help a student complete a task or develop a skill more independently. It should also support the student in learning in the least restrictive environment, allowing them to interact with their peers as fully as possible.

Frequently Asked Questions From Educators

How does IDEA define an AT device?

Under IDEA 2004, an AT device is defined as “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 children with disabilities.” (Reference: Statute: TITLE I / A / 602 / 1.) As result, Cochlear implants are not considered an AT device under IDEA.

Back to top

How does IDEA define an AT service?

An AT service under IDEA 2004 is any service that directly helps a student with a disability in the selection, acquisition, or use of an assistive technology device. This includes:

  • Evaluating a student’s AT needs.
  • Acquiring AT devices (through purchase, lease, or rental).
  • Selecting, adapting, customizing, maintaining, or repairing AT equipment.
  • Coordinating AT with other therapies, interventions, or services used in education or rehabilitation.
  • AT training or technical assistance for professionals working with the student. (Reference: Statute: TITLE I / A / 602 / 2)

Back to top

Who pays for AT?

School districts are responsible for funding AT devices and services listed in a student’s IEP. In some cases, a student’s medical or private insurance may cover AT costs, but parents must give consent before their insurance is used. Schools cannot require parents to pay for deductibles or use their homeowner’s insurance.

For more details, see the Massachusetts Department of Secondary and Elementary Education’s guide:

Access to Learning: Assistive Technology and Accessible Instructional Materials (WORD) (see the FAQs for school district funding issues in depth).

Back to top

How should AT be included in a student’s IEP?

The IEP is an annual plan outlining a student’s educational placement, services, and accommodations. AT can be recorded in several ways:

In the Present Levels of Educational Performance (Parts A & B): AT can be listed as a required accommodation, e.g., “The student uses specially lined paper for writing assignments.”

In Measurable Annual Goals & Benchmarks: If AT is needed to meet curriculum goals, it can be included as a benchmark (e.g., “The student will use a word processing program with spelling and grammar support.”)
In the Service Delivery Grid: AT training for students, teachers, or parents should be specified here (e.g., “Training for teachers on the student’s augmentative communication software”).

Other important considerations:

  • Training: Ensure all necessary AT training is included.
  • Acquisition: Specify how and when the AT will be provided.
  • Home Use: If a student needs AT at home to receive an appropriate education, the IEP must reflect this, along with liability details.

Back to top

What is the National Instructional Materials Accessibility Standard (NIMAS)? How can I get accessible text for my students?

The National Instructional Materials Accessibility Standard (NIMAS) is a technical standard that ensures faster and more efficient access to digital educational materials. Publishers send NIMAS files to the National Instructional Materials Access Center (NIMAC), which produces Braille, large print, digital text, and audiobooks for students with disabilities.

You can learn more about providing accessible educational materials, including how to use the NIMAC for your students with disabilities, at the Massachusetts Department of Secondary and Elementary Education’s Office of Digital Learning and the National Center on Accessible Educational Materials.

Back to top

Where can I find help evaluating a student’s need for AT?

Call or visit your AT Regional Center for assessment and evaluation referrals.

Explore a range of assessment and evaluation resources at this Virtual Toolkit for Education page.

Back to top

Where can my staff or my student learn about, try out, and borrow a range of AT?

MassMATCH AT Regional Centers offer students, parents, and educators the chance to explore and borrow assistive technology. Visitors can try augmentative communication devices, alternative keyboards, screen-reading software, and more.

Short-term device loans let students test equipment at home, school, or in the community for up to one month. If technical assistance or a purchase is needed, the AT Centers can connect users with vendors and help negotiate pricing.

Learn about MassMATCH AT Regional Centers and other demonstration programs at the MassMATCH Demo AT page.

Back to top

Where can I browse AT for my students online?

A range of tools and resources for searching AT for education–including apps and browser extensions– are available at this Virtual Toolkit for Education page.

Back to top

How can I borrow AT from other Massachusetts’s schools?

Join MassMATCH AT School Share, an online exchange program for Massachusetts school systems. Members can list available AT equipment or browse inventory from other schools.

Visit AT School Share and read the FAQs or Request an Account. Members with a user name and password can log in and browse what is available.

Back to top

How can my school district get free computer equipment?

The National Cristina Foundation directs donations of used computer equipment to non profit organizations, schools, and public agencies throughout the United States. To be added to their network of partner organizations, organizations with not-for-profit 501(c)(3) status, and public schools or public agencies need to submit an NCF Grant Application, which is available online.

The Share Network has an information clearing house page on computer recycling, donating, and reuse projects nationwide.

Back to top

How can I find training for a particular device or device type?

MassMATCH AT Regional Centers can help you find technical assistance and training on equipment.

Back to top

How is AT for post-secondary education or for a job funded?

State vocational rehabilitation (VR) agencies are a major funding source for AT for working-age individuals with disabilities. In Massachusetts, VR services are available through the Massachusetts Rehabilitation Commission (MRC) which serves individuals with most physical and mental disabilities, and the Massachusetts Commission for the Blind (MCB) which serves individuals who are legally blind. College AT needs may also be provided if classes are a clear part of an individual’s vocational goals. Learn more about VR services at Fund Your AT for Work.

Back to top

SCHOOL AT SUCCESS STORIES

Doors Open for Teen at a MassMATCH AT Regional Center

From Dawn Perotti at the MassMATCH AT Regional Center in Western Massachusetts:

The parents of a high school student visited our center looking for a communication device for their nonverbal seventeen-year-old daughter, Amy. They wanted something she could use at school, at home, and for her volunteer work. Since they were unfamiliar with communication technology, they came in to explore their options and try out different devices.

After testing a few, they settled on a “type-and-speak” device that seemed like a good fit. As I set it up, they eagerly gathered around Amy. “Type anything you’d like to say to your parents,” I encouraged her.

To everyone’s astonishment, Amy typed, “I love you.” There wasn’t a dry eye in the room. The excitement only grew from there.

The family borrowed the device for the loan period, and Amy took it to school. Her teachers and administrators were so impressed that they contacted me to connect with a company representative and fast-track a purchase. They also bought a mini printer so she could print her assignments.

Today, Amy and her family say the communication device has transformed her life, opening doors and becoming an essential part of her school experience.

 

*Amy’s name has been changed to protect her privacy.

Text-to-Speech Software Empowers College Bound Senior

From the Massachusetts Department of Secondary and Elementary Education:

Peter*, a high school senior in Western Massachusetts, is preparing to apply to college. Since he enjoys creating digital art, he’s considering a major in communications, graphic design, or video production.

Peter has dyslexia and has always struggled with reading. He tried different tools, like audiobooks, but found them frustrating—he had trouble locating his place on the tape. Then he discovered text-to-speech software, which he says changed his life. His grades improved, and school became less of a struggle.

When assigned reading, Peter scans book pages using the software’s optical character recognition (OCR) feature. Once converted into a digital format, the software reads the text aloud, highlighting each word as it’s spoken.

For note-taking, he types and highlights key points directly on the screen. During tests, he scans the exam, types his answers, and prints out the completed version. When writing papers, he proofreads by having the software read his work back to him.

Peter believes his reading skills have improved, though he’s unsure why. He suspects that hearing and seeing words simultaneously, at his own pace, reinforces his learning.

His advice to educators: be open to new technology. He also encourages schools to provide digital versions of textbooks, so students don’t have to scan them manually.

*”Peter’s” name has been changed to protect his privacy.
** In the six years since this story was originally written, developments like NIMAS are making it easier for schools to get digital text.

Back to top