Each of these categories might be broken down into a number of subcategories, but I
think they are inclusive as they are and can promote discussion more readily than minute
specificity. RESNA produces an excellent document entitled, "Assistive Technology in
the I.E.P." that expounds further in several areas, but, in my opinion, virtually
everything can be subsumed under the categories listed here, for if you cannot see or
hear, it would be difficult to participate actively without assistance, would it not? Can
anyone think of any other areas that must be specified? We might discuss this as we move
through our case studies and team meetings.
Here are some supplemental readings you might want to read now or later:
AT in the IEP
ATEN Fact Sheet: What is Assistive Technology?
NOTE: All supplemental readings can also be accessed from the Resources link on the SETT Workshop homepage.
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This material was developed by the National Center to Improve Practice (NCIP), located at Education Development Center, Inc. in Newton, Massachusetts. NCIP was funded by the U.S. Department of Education, Office of Special Education Programs from October 1, 1992 - September 30, 1998, Grant #H180N20013. Permission is granted to copy and disseminate this information. If you do so, please cite NCIP. Contents do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by NCIP, EDC, or the U.S. Government. This site was last updated in September 1998.
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