Assistive Technology. If the student’s/consumer’s assessed needs require the use of assistive technology to provide a free appropriate public education, such equipment must be provided in accordance with the IEP or in a Section 504 plan, if the student is not served by special education (34 CFR 300.105, 34 CFR 104.33, and 104.34). Similarly, if the assistive technology is needed to prepare the student for the world of work, then the need must be related to the employment outcome for the transitioning student and provided in accordance with the IPE (The Rehabilitation Act, Section 102(b)(3)(A)(B); 34 CFR 361.46(a)(2)(i)). (Refer to Section II(B)(6) “Assistive Technology Device and Services” of this agreement for definitions.) At the point where XXX becomes involved in transition services planning for the individual student with a disability, education and rehabilitation staffs should review the assistive technology needs of the student and define how assistive technology will be provided. It is the responsibility of the LEA to purchase equipment for students with disabilities if the student requires specialized books, materials, and equipment for school indicated by the student’s IEP or the Section 504 plan. The purchase of the equipment by the LEA is for use by the student as indicated in his/her IEP. The equipment purchased with state or federal funds remains the property of the state, whereas, any service or purchase required by the individual for employment and/or education beyond high school graduation would be provided by DOR. Equipment purchased by DOR will remain the property of DOR until the student’s case is successfully closed. When a student is near graduation, the DOR can support the purchase of equipment for the student/consumer as defined in the IPE if it is needed for the completing of the rehabilitation goal. Assistive technology devices or services are made available through special education funds to students with an IEP or through general education funds to students with disabilities not in special education as defined by Section 504. Determination of whether a student with a disability requires assistive technology devices or services under this program must be made on an individual basis through an IEP (34 CFR 300.105) or as required pursuant to settings other than the student’s school (e.g., the student’s home or other parts of the community). Under the Rehabilitation Act, an individual with a disability is eligible for assistive technology as required and...
Assistive Technology. Microphones or other assistive technology shall be provided to music and physical education teachers upon presentation of a medical need for such accommodation.
Assistive Technology i. The Program must seek third party reimbursement for the assistive technology device. If third party reimbursement pays for an appropriate device, the vendor and the Contractor must accept that amount as payment in full. The Contractor will consult with the assistive technology (AT) contractor identified by the OEC prior to requesting reimbursement for purchase of any assistive technology device other than a hearing aid. The Contractor will contact the AT Contractor for refurbishment or storage of any device where the price paid for the device used at least 51% of Birth to Three funds provided through this contract and the child it was purchased for no longer needs the device.
Assistive Technology. PRODUCT OFFERINGS Product(s) available under this Contract are set forth herein and specified in Appendix E (Submission #3, 4, and 5). These offerings may be updated during the Contract term to incorporate new Product, to make price revisions, and to delete items. Offering updates must be submitted under the Contract as soon as possible after announcement by the Contractor. To the extent that the Contractor’s price list includes components or services which overlap other State contracts, OGS reserves the right, in its sole judgment:
Assistive Technology a. Federal Definition
Assistive Technology. Persons using assistive technology may not be able to fully access the following information. For assistance, please call 0-000-000-0000. Smartphone or Tablet To view documents from your smartphone or tablet, the free WinZip app is required. It may be available from your App Store.
Assistive Technology. Microphones or other assistive technology shall be 28 provided to music and physical education teachers upon presentation of a 29 medical need for such accommodation.
Assistive Technology. The Assistive Technology Team will communicate the list of approved assistive technology tools and supports for students during the August 2020 SSS Summit. Review of the process for requesting assistive technology and supports will also beprovided. Assistive technology and augmentative and alternative communication devices and supports specified in a student's IEP will be followed and required devices, apps, etc. will be purchased and disbursed as soon as possible in compliance with special education and IDEA mandates and law.
Assistive Technology a. Provide assistive technology in accordance with the child’s IEP. When appropriate, train the early care and education program staff and parents on the use and maintenance of assistive technology devices. Fill-in the specific agreements related to Related Services in the following box: The Early Child Care and Education Program agrees to:
Assistive Technology. During the development of an IEP, the team will consider special factors, including the need for the student to receive assistive technology devices and services. Assistive technology devices and services will be made available to the student as needed if required as part of the student’s special education, related services, or supplementary aids and services. The IEP team will also make a case by case determination regarding whether the student requires access to an assistive technology device in the home or other settings outside of school for the student to receive FAPE. If the team determines the student may need assistive technology the student will be evaluated by an Assistive Technology Specialist and/or related services provider if needed. Based on the evaluation, an IEP team will determine whether the student requires low tech (highlighters, pencil grips, graphic organizers, color overlays, etc.) or high tech (computer, text to speech, speech to text, word predication, augmented communications, etc.) solution for the student to receive FAPE. Appendices The Appendices have been broken out into a separate document. Please refer to the Word file Pi STEM_Appendix_V3.0 additionally attached on the provided drive. Appendix D: IPCSC Closure Protocol Idaho Public Charter School Commission 000 Xxxx Xxxxxxxxx Xxxxxx, Xxx. 000 Boise, Idaho 83702 000-000-0000 xxxx@xxxx.xxxxx.xxx Xxxx Xxxx, Chairman Xxxx Xxxxxxxx, Director This document provides guidance on the public charter school closure process. Authority Title 33, Chapter 52 of Idaho Code, known as the Charter School Act provides for public charter school operations based on a contractual agreement between a charter school board of directors and a state authorized chartering entity, such as the Idaho Public Charter School Commission (IPCSC). Operating contracts, known as Performance Certificates are granted by state authorized chartering entities to the governing board of a non-profit corporation that serves as the charter holder. Performance certificates are limited to five-year terms. Closure protocol is enacted when: • an authorized chartering entity chooses to non-renew a school’s charter pursuant to I.C. § 33- 5209B; • an authorized chartering entity chooses to exercise its right to revoke a charter pursuant to I.C. § 33-5209C; or • a charter holder chooses to relinquish its charter by approval of a resolution. Each authorized chartering entity is required to maintain a closure protocol and is tasked...
