IDEA’s Exact Words
Again, let’s start with IDEA’s full requirement for identifying the supplementary aids and services a child will need and specifying them in his or her IEP. This appears at §300.320(a)(4) and stipulates that each child’s IEP must contain:
(4) A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided to enable the child—
(i) To advance appropriately toward attaining the annual goals;
(ii) To be involved in and make progress in the general education curriculum in accordance with paragraph (a)(1) of this section, and to participate in extracurricular and other nonacademic activities; and
(iii) To be educated and participate with other children with disabilities and nondisabled children in the activities described in this section… [§300.320(a)(4)]
We’ve bolded the part of IDEA’s regulation that specifically mentions supplementary aids and services, because it’s important to see the context in which this term is used. It is that context, and IDEA’s own definition of supplementary aids and services, that will guide how a child’s IEP team considers what services the child needs and the detail with which the team specifies them in the IEP.
The Short Story on Supplementary Aids and Services
Supplementary aids and services are often critical elements in supporting the education of children with disabilities in regular classes and their participation in a range of another school activities. IDEA’s definition of this term (at §300.42)reads:
Supplementary aids and services means aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate …
Speaking practically, supplementary aids and services can be accommodations and modifications to the curriculum under study or the manner in which that content is presented or a child’s progress is measured. But that’s not all they are or can be. Supplementary aids and services can also include direct services and supports to the child, as well as support and training for staff who work with that child. That’s why determining what supplementary aids and services are appropriate for a particular child must be done on an individual basis.
Within UCAT, we have the Computer Center for Citizens with Disabilities.
What service do we provide?
The fundamental goal of the Computer Center for Citizens with Disabilities is to provide assistance aimed at improving the lives of children and adults living with disabilities by introducing them to the many ways in which computer technology can enhance their jobs, careers, and education. We are generally open from 8:00 a.m. to 5:00 p.m. Monday through Friday. If you would like to tour our facility or schedule a private consultation, we are available by appointment only. We offer the following services:
1) Free consultations–We provide a place where people with disabilities, advocates, teachers, and other professionals can come to try out computer hardware and to preview software applications with one-on-one support. Please call ahead for an appointment.
2) Workshops–We provide workshops for parents and professionals concerning many aspects of applying computer technology to the needs of persons with disabilities.
3) Information–As a technology resource center, we can answer questions and provide information on many types of adaptive equipment and special software.
4) Augmentative Communication–The Computer Center has a contract to work with the Utah Augmentative Alternative Assistive Communication and Technology teams (UAAACT) in the public schools throughout the State of Utah. Under this agreement, we can loan augmentative devices and adaptive equipment to teachers and therapists on the augmentative teams for their use in assessing the oral and written communication needs of students.
Assistance when you need it
Sometimes, a commercial, off-the-shelf assistive device is just not quite right to fill a specialized need in the life of a person with a disability. U.C.A.T. has a well-equipped workshop and a skilled staff who can modify the device to meet the need. We also have the tools and expertise to design and fabricate new solutions to fill unusual needs.
Our Assistive Technology Specialists can help you in the following ways:
–Design, build and fabricate custom devices.
–Modify devices to better meet a need.
–Help define seating and positioning needs to ensure maximum effectiveness of a seating solution.
–Help clients to learn to use aids to daily living (ADL), including electronic ADLs to extend their range of independent activity.
–Assess job- and home-sites to determine the best way to facilitate client access.
–Assess aptitude for using voice-input technology for computer access by people who can’t use other methods.
–Loan devices for trials of up to 30-days to ensure that they are suited to the need.
Testimonials
On the actual website they have a tab for testimonials. It talks all about personal letters from people who have been helped by this organization. Here is an example of one testimonial:
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