Assistive Technology Many students who enter a special education program are in need of some type of assistance from technology so that they can interact and learn at a higher level. Generally this technology is most associated with students who have vision, hearing and mobility issues, "but is also true for individuals with limitations in cognition and perception" (Behrman, 1998). The state of Wisconsin is very concerned with ensuring that all students have the ability to learn to the best of their ability. This means that assistive technology must be provided in many cases. A student's Individualized Education Program (IEP) is required to list the assistive technology services that the student needs and how that technology will be used on a day-to-day basis. This paper discusses how the IEP provides instruction in what assistive technology the student needs, when it is required, and provides some examples of assistive technology currently being used in Wisconsin schools.

An IEP details information about the students disability, and...

A program is set up for the child by the team of people who will work most closely with them. The goals within this plan often cannot be accomplished unless the student has some form of assistive technology provided to help them reach them. When a specific goal within the plan requires a device or aid to be used, it will be detailed exactly what is needed for that goal's accomplishment and how it will be used. Then when the specific type of technology is needed it will be available for the student to use.
Students who have physical disabilities such as being blind or deaf will often need the technology all of the time. Students who are blind will need Braille books, or other technology that do not require sight to learn the material. Children who are deaf will most likely need an aid who can communicate with them using sign language. However, student who have cognitive or learning disabilities may only need the technology at certain…