All IEP teams must consider whether a student with a disability requires assistive technology devices and services (34 CFR §300.324(a)(2)(v) and Rule 6A-6.03028(3)(g)10., F.A.C.). “Assistive technology” is “technology designed to be utilized in an assistive technology device or assistive technology service.” ”Assistive technology device” means any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities. “Assistive technology service” means any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device.
Note that IDEA specifically indicates that all possible related services may not be required for each individual child and that the list is not exhaustive and may include other developmental, corrective, or supportive services. Often these services are incorporated in the curriculum for students with disabilities and would not then be listed as related services on the IEP. The IEP team must carefully consider those related services that are needed for the child to benefit from special education services; therefore, participants in the IEP process should be aware of the range of related services that could be provided. This listing is not intended as a "shopping list" of services that might be useful, but rather as a list of services that are necessary to carry out the intent of the IEP.
The IEP team should consider the need for related services in all of the settings in which education is provided to the student ages 3 through 21. The priority educational needs and annual goals/transition goals will guide the team in making decisions about the needed related services. Related services are only required if they are needed to assist the child with a disability in benefiting from special education in order for the child to receive a free appropriate public education (FAPE). The IEP team determines which related services should be provided, and that decision is based on the components of the IEP including present level of educational performance, annual goals and short term objectives or benchmarks, and special education services needed to meet the goals and objectives (or benchmarks).