Assistive Technology and Your Child's IEP: What Schools Must Provide

If your child's disability affects their ability to communicate, read, write, or access the curriculum, the school may be required to provide assistive technology at no cost to your family. Assistive technology is written into IDEA — but it is one of the most underused and least-requested IEP tools available to children with disabilities. Most families don't know it exists until someone tells them.

This post explains what assistive technology is under the law, what types exist, how to get it written into your child's IEP, and what to do if the school says no.

What Is Assistive Technology Under IDEA?

IDEA defines assistive technology as any item, piece of equipment, or product — whether acquired commercially, modified, or customized — that is used to increase, maintain, or improve the functional capabilities of a child with a disability.

This definition is broad on purpose. Assistive technology does not have to be expensive, high-tech, or specialized. It ranges from a simple pencil grip to a speech-generating device to a screen reader on an iPad.

If an AT device or service is required for your child to receive a Free Appropriate Public Education (FAPE), the school must provide it at no cost to the family. The school must also provide AT services — meaning evaluation, training, and support — if those are what your child needs to use the technology effectively.

Types of Assistive Technology: Low-Tech to High-Tech

Low-tech AT (no power required):

• Pencil grips, slant boards, weighted pencils
• Enlarged print materials, colored overlays
• Graphic organizers and visual schedules
• Fidget tools and sensory supports
• Communication picture boards
• Highlighted or color-coded text

Mid-tech AT (battery-powered or simple electronics):

• Audiobooks and text-to-speech readers
• Digital timers and visual timers
• Talking calculators
• Basic voice recorders
• Amplification systems for students with hearing needs

High-tech AT (complex technology):

• Screen readers (JAWS, NVDA, VoiceOver)
• Text-to-speech software (Kurzweil, Read&Write, NaturalReader)
• Speech-to-text software (Dragon NaturallySpeaking)
• AAC devices (speech-generating devices for children with limited verbal communication)
• Eye-gaze technology
• Braille displays and notetakers
• Chromebooks, iPads, or tablets configured with accessibility features

Who Qualifies for AT?

Any child with a disability who has an IEP may qualify for AT if the IEP team determines the child needs it to access the curriculum or receive FAPE. There is no separate eligibility determination — AT is part of the IEP process.

Children with any of the following challenges commonly benefit from AT:

• Reading difficulties (dyslexia, processing disorders)
• Writing difficulties (dysgraphia, fine motor impairments)
• Communication challenges (autism, apraxia, AAC users)
• Visual impairments
• Hearing impairments
• Physical disabilities that affect computer or writing access
• Executive function or organizational challenges (ADHD)
• Memory and attention difficulties

Under IDEA, the IEP team must consider AT for every student with a disability. The team should ask whether the child needs AT devices and services to access their education — and if the answer might be yes, an AT evaluation should be conducted.

How to Get AT Written Into Your Child's IEP

Step 1: Request an AT consideration at the next IEP meeting. Ask the team to document their AT consideration on the IEP. If the team dismisses the idea without discussion, that may be a procedural violation. Request that the discussion and decision be documented in writing.

Step 2: Request a formal AT evaluation. If you believe your child might benefit from AT and the team hasn't fully explored it, request a formal AT evaluation in writing. Schools are required to evaluate for AT just as they evaluate for any other special education need. The evaluation should be conducted by someone trained in assistive technology.

Step 3: Ask for trial periods. AT evaluations often include trial periods — the child tries different tools in actual school settings to see what works. This is standard practice and something you can specifically request.

Step 4: Get specific devices and services written into the IEP. Vague language like "access to technology as needed" is not enforceable. The IEP should specify the exact device or software, how it will be used, who is responsible for training the child and staff, and whether the device can go home.

Step 5: Include training in the IEP. An AT device that no one knows how to use is useless. The IEP must include AT services — including training for your child, their teachers, and any other staff who work with them. If training is not included, request it.

Can Your Child Take the AT Device Home?

Yes — if the IEP team determines the child needs the device at home to receive FAPE, the school must allow it to go home. This is a right many parents don't know about. If your child uses a speech-generating device, a screen reader, or any other AT at school for their education, and they need it at home to complete homework or practice, the IEP should specify that the device is available for home use.

What to Do If the School Says No

If the school refuses to provide AT or says your child doesn't need it:

1. Request the refusal in writing. Under IDEA, anytime the school refuses a parent's request, they must provide a Prior Written Notice (PWN) explaining why. This document is the foundation for any challenge you bring.

2. Request an Independent Educational Evaluation (IEE) for AT. If you disagree with the school's AT evaluation or lack thereof, you can request an independent evaluation at the school's expense.

3. File a state complaint. If the IEP team refused to consider AT without proper documentation, or if AT listed in the IEP is not being provided, you can file a state complaint with your state education agency.

4. Use our School Appeal Letter Templates to formally request an AT evaluation or challenge a denial in writing. Having the right language matters — schools are more likely to respond to a written request that cites IDEA specifically.

Frequently Asked Questions

Is the school required to provide an iPad or laptop as assistive technology?

If the IEP team determines a specific device is required for the child to access their education, yes — the school must provide it at no cost. The school is not required to provide any device a parent requests, but they must provide what is educationally necessary. The key is getting the team to document that the device is needed for FAPE.

Can my child's AT go home with them?

Yes, if the IEP team determines the child needs the device outside of school to receive FAPE. This is most common with AAC devices, screen readers, and communication tools. The IEP should specifically state whether the device is for school use only or can go home.

My child uses an AAC device. What are the school's responsibilities?

The school must ensure the AAC device is available and functional throughout the school day, that your child has access to it in all settings (classroom, lunch, PE, specials), and that all staff who work with your child are trained on how to support its use. The IEP should include specific language about device access, charging, and who is responsible for maintenance.

What if the school says they don't have the budget for AT?

Budget is not a valid reason to deny a child AT that the IEP team determines is needed for FAPE. IDEA requires schools to provide what is educationally necessary regardless of cost. If the school cites cost as a reason for denial, that is a red flag — document it and consider filing a state complaint or requesting an IEE.

How do I find out what AT might help my child if I don't know where to start?

Your state has an Assistive Technology Act program (AT Act program) that provides demonstrations, device loans, and referrals at no cost. Many states also have regional AT centers. Your child's IEP team should be able to identify potential tools, but if they are not proactive, your state's AT program is a great starting point. Your state's Parent Training and Information Center (parentcenterhub.org) can point you to local AT resources.

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Assistive technology can change what a child is able to do in school — and many families never know to ask for it. If your child's IEP has never mentioned AT, or if AT was mentioned but never actually provided, that is worth addressing.

Our IEP Review Service includes a check for whether AT was properly considered and documented in your child's IEP. Our School Appeal Letter Templates include templates for requesting an AT evaluation in writing.

For related resources, visit our Dyslexia hub for literacy-focused AT tools, our Autism hub for AAC and communication technology, or our ADHD hub for executive function supports.

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Disclaimer: This post is for general informational purposes only and does not constitute legal advice. Laws and school district policies vary by state. Consult a qualified special education advocate or attorney for guidance specific to your child's situation.