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Competencies/Benchmarks

Competency 2: Understand federal and state regulations and policies related to the consideration and implementation of assistive technology in Florida schools.
Benchmark 2.1: Understand the Individuals with Disabilities Education Act (IDEA) directives regarding assistive technology consideration and implementation.
Indicator 2.1.1: Define assistive technology devices and services according to IDEA.

Resources:

  • Florida Statutes and State Board of Education Rules  2006, 1003.575, page 77,  (PDF) Document
  • Education Tech Points: A Framework for Assistive Technology Planning, Introduction, page 2, Gayl Bowser, Penny Reed, Coalition for Assistive Technology in Oregon (CATO), P.O. Box 431, Winchester, OR 97495, or call 541/440-4791 (Located in your Regional Centers and satellite labs) 
  • "Considering the Need for Assistive Technology within the Individual Education Program," AT devices - page 7; AT Services – page 11 (PDF) Document
  • Assistive Technology Definitions (PDF) Document
  • Assistive Technology Devices (PDF) Document
  • Assistive Technology Model Operating Guidelines: For School Districts and IEP Teams. Gayl Bowser, Editor, pg. 14, 2003, (PDF) Document

Indicator 2.1.2: Know under what conditions assistive technology purchased by the district can be used at home.

Resources:

  • The Transfer of Assistive Technology to Home, Other Districts, Other Schools, and Other Agencies, question 12, page 4, (PDF) Document

Indicator 2.1.3: Describe the Local Educational Agency's (LEA) role in maintenance, programming, or replacement of surgically implanted medical devices.

Resources:

  • Meeting the Educational Needs of Students with Cochlear Implants and IDEA 2004, page 6, (PDF) Document

Indicator 2.1.4: Know the AT specialist's role in assessment, for serving and providing equipment when parents place students in private schools.

Resources:

  • Florida Statutes and State Board of Education Rules, 2006, 6A-6.03314, pages 261-262, (PDF) Document
  • Students with Disabilities Enrolled By Their Parents in Private Schools (PDF) Document

Indicator 2.1.5: Describe your district’s collaborative decision-making process that supports systematic consideration of assistive technology during an IEP meeting.

Resources:

  • District Policies and Procedures for the Provision of Specially Designed Instruction and Related Services for Exceptional Students (SP&P) should be located in each district.
  • "Florida Statutes and State Board of Education Rules: Excerpts for Special Programs" (Website) http://www.fldoe.org/ese/pdf/1b-stats.pdf

Benchmark 2.2: Utilize current technical assistance papers (TAP) and Florida Statutes for consideration and implementation of assistive technology in Florida schools.
Indicator 2.2.1: Identify categories of accommodations for the Florida Statewide Assessment Program.

Resources:

  • "The IEP Team's Guide to FCAT Accommodations," pages 13 - 19, (PDF) Document

Indicator 2.2.2: Explain at least two examples of accommodations that fall within each category.

Resources:

  • "The IEP Team's Guide to FCAT Accommodations,", pages 13 – 19, (PDF) Document
  • "Description of FCAT Accommodations," booklet 2003, (PDF) Document

Indicator 2.2.3: Know the definition of unique accommodations.

Resources:

  • "The IEP Team’s Guide to FCAT Accommodations," page 20, (PDF) Document
  • "Accommodations for Students with Disabilities Taking the Florida Comprehensive Assessment Test® (FCAT)," question 6, page 3, (PDF) Document

Indicator 2.2.4: Explain the procedure for applying for unique accommodations.

Resources:

  • "The IEP Team's Guide to FCAT Accommodations," page 31, (PDF) Document
  • Requesting Unique Accommodation on State Assessments for Students with Disabilities (PDF) Document

Indicator 2.2.5: Explain when assistive devices may be used on the FCAT.

Resources:

  • "The IEP Team’s Guide to FCAT Accommodations," page 20, (PDF) Document

Indicator 2.2.6: Identify and explain why some assistive devices cannot be used on the FCAT.

Resources:

  • "Accommodations for Students with Disabilities Taking the Florida Comprehensive Assessment Test® (FCAT)," several questions specific to devices. (Website) http://www.fldoe.org/
    ese/tap-home.asp
  • "The IEP Team's Guide to FCAT Accommodations," 2005, page 23, (PDF) Document

Indicator 2.2.7: Locate assistive technology technical assistance papers produced by the Florida Department of Education.

Resources:

Indicator 2.2.8: Explain your school districts policy in providing assistive technology services to parentally placed private school students, students with IEPs receiving hospital/homebound services, students on 504 plans, students in charter schools with IEPs, struggling general education students without IEPs, children who are three to five years old who are developmentally delayed and in special programs, and limited English proficient students in general education.

Resources:

  • "Accommodations for Students with Disabilities Taking the Florida Comprehensive Assessment Test® (FCAT)," (PDF) Document
  • Florida Statutes, 1002.39 The John M. McKay Scholarships for Students with Disabilities, page 52, (PDF) Document
  • "Students with Disabilities Enrolled by Their Parents in Private Schools"  (PDF) Document
  • Florida Department of Education Technical Assistance Papers (Website) http://www.fldoe.org/ese/tap-home.asp

Benchmark 2.3: Understand the implementation of AT accommodations in the classroom.
Indicator 2.3.1: Understand that there are accommodations which are not allowable on the FCAT but should be used on a daily basis in the classroom.

Resources:

Indicator 2.3.2: Describe the criteria to be considered for a waiver from the FCAT graduation requirement.

Resources:

  • Waiver of FCAT Graduation Requirements for SWD, (PDF) Document
  • "What You Should Know About FCAT Waivers," (DOC) Document

Indicator 2.3.3: Describe information that is available in your district to help parents understand FCAT accommodations.

Resources:

Indicator 2.3.4: Know the procedure for notifying parents when assistive technology is being used that is not allowable on the FCAT.

Resources:

  • "The IEP Team’s Guide to FCAT Accommodations," page 23, (PDF) Document