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.Supplementary aids and services encompasses a vast array of possibilities, from extra planning time to extra staff, from different-format materials (like braille or large print) to modifications to testing procedures. With the huge technological advances, it's no wonder that assistive technology can play a big role.
UAAACT, which, also strangely, somehow stands for Utah Augmentative Alternative Communication and Technology Teams, is a resource that is dedicated to improving students' with disabilities communication skills. Assistive technology is a big part, along with an impressive collection of specialists like speech pathologists, occupational therapists, and audiologists.
Some interesting assistive technology includes:
- Math score is a computer-based adaptive math practice, which changes the problems it presents based on what the student needs work on. It says something about alignment to state standards, and that it chooses what basic skills are most important. It's logo is a rainbow triangle, for what that's worth.
- Enabling Devices has a wide range of stuff that UAAACT calls toys for children. They look like they'd work for adults, too.
- R. J. Cooper makes apps and accessories designed for people with special needs. More Apple propaganda.
- Speaking of AppleProp, Apple is only too proud to tell you how committed they are to accessibility.
- Learning Ally provides audio books for students with dyslexia or visual impairments.
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