Indiana Assistive Technology IEP: How to Get AT Written Into Your Child's Plan

Your child's school gave them an iPad for a semester as a "trial." The trial ended, the device went back, and nothing was ever written into the IEP. Or the school's speech pathologist suggested a communication app but told you it would need to be purchased by the family. Or the CCC acknowledged your child struggles with writing but offered a pencil grip and typed notes from a peer — not the text-to-speech software the outside evaluator recommended.

These situations are common in Indiana. Understanding what Article 7 actually requires — and what you can do when the school's assistive technology response falls short — helps you advocate effectively at the Case Conference Committee.

What the Law Requires on Assistive Technology

Under Indiana's Article 7, which implements the federal IDEA, assistive technology (AT) must be considered for every student with an IEP. This isn't discretionary — Article 7 requires the CCC to consider whether the student needs assistive technology devices or services as part of developing each IEP.

The federal IDEA defines assistive technology broadly:

• AT device: Any item, piece of equipment, or product system — commercial, modified, or customized — that is used to increase, maintain, or improve functional capabilities of a student with a disability. This ranges from low-tech tools (a pencil grip, a slant board) to high-tech systems (AAC devices, text-to-speech software, screen readers).
• AT service: Any service that directly assists a student in the selection, acquisition, or use of an AT device. This includes evaluation of the student's AT needs, purchasing or leasing devices, training the student to use the device, and training family members or staff.

"Considering" AT doesn't mean the school must provide every device a parent requests. It means the CCC must genuinely discuss whether AT is needed, document that discussion, and provide AT when it is determined necessary for the student to receive FAPE. If the CCC concludes AT is not needed, they should be able to explain why — and that explanation should be documented in the IEP or meeting notes.

AT and Indiana's Statewide Assessments

One area where AT becomes particularly important in Indiana is statewide assessment. Accommodations on ILEARN, IREAD-3, and I AM must be explicitly documented in the student's IEP (or 504 Plan). Informal, building-level permissions do not count.

If your child uses text-to-speech software for daily classroom work but it isn't written into the IEP, they cannot use it on ILEARN. The accommodation must be listed in the IEP's supplementary aids and services section and confirmed in the IEP's statewide testing accommodations documentation.

Indiana's accessibility guidance specifically addresses "permissive mode" testing — which allows certain assistive technology to operate alongside the secure Cambium testing browser — and "text-to-speech" as a testing accommodation. Both require prior documentation in an IEP or 504 Plan. This makes AT documentation not just a daily classroom issue but a high-stakes one for annual assessments.

Requesting an AT Evaluation

If you believe your child needs assistive technology but the school hasn't conducted a formal AT evaluation, you can request one as part of a broader special education evaluation or as a targeted supplementary evaluation. Submit the request in writing, specifying that you believe an AT assessment is needed to determine appropriate supports for your child.

Indiana has access to state-level AT resources through the Indiana Assistive Technology Act (INDATA) program at Easter Seals Crossroads. INDATA operates an AT device lending program — families and schools can borrow devices for trial periods before committing to a purchase. While INDATA is not an evaluation service, it can be a useful resource for trialing devices before a formal CCC determination.

Within the school system, AT evaluations are typically conducted by occupational therapists, speech-language pathologists, or specialized AT consultants, depending on the nature of the need:

• Communication and language AT (AAC devices, text-to-speech) → typically SLP-led
• Fine motor and writing AT (adapted keyboards, alternative pencils, voice dictation) → typically OT-led
• Vision-related AT → vision specialist or teacher of the visually impaired
• Complex AAC or multi-domain AT → may require a specialized AT team

What a Formal AT Evaluation Should Include

A comprehensive AT evaluation isn't just a checklist. It should assess:

• The student's current functional capabilities in the areas of concern
• The specific tasks where AT might reduce barriers (writing, reading, communication, organization, access to curriculum)
• Trials of specific devices or software in the student's actual learning environment
• Staff and family training needs
• Input from the student about preferences and usability

The evaluation report should result in specific recommendations with rationale — not a generic statement like "student may benefit from technology." The CCC then reviews these recommendations and makes a formal determination about what AT will be included in the IEP.

Getting AT Written Into the IEP

When AT is determined necessary, it must be written into the IEP in a specific location. Typically this appears in one or more of the following sections:

Supplementary aids and services: This section lists the supports provided in the general education environment. AT devices used throughout the school day (text-to-speech software, a word prediction program, an AAC device) belong here.

Related services: AT services — such as training on a device delivered by an OT or SLP — are listed in the related services section with the same frequency, duration, and location requirements as any other related service.

Accommodations: If AT functions primarily as an accommodation (e.g., extended time via audio presentation), it may also appear in the accommodations section, particularly for statewide assessment purposes.

Goals: If AT use is itself a targeted skill (e.g., "student will independently navigate their AAC device to request preferred items with 80% accuracy"), goals may reference AT use directly.

The specificity matters. An IEP that says "student may use assistive technology as needed" is not enforceable in the same way as an IEP that says "student will use text-to-speech software (e.g., Read&Write) for all reading-based assignments and assessments in general and special education settings." Push for the latter.

When the School Says No — Or Stalls

Schools commonly respond to AT requests with delays:

"We need to do a trial period first." A trial period can be appropriate when the optimal device or software isn't yet clear. But a trial should be time-limited (typically 4-8 weeks) and should result in a CCC meeting to review the data and make a formal IEP determination. Indefinite trials that never result in a written IEP provision are a red flag.

"The family needs to purchase the device." If the AT device is written into the IEP as necessary for FAPE, the school must provide it at no cost to the family. This includes software, apps, and related equipment. If the school is requiring families to purchase AT that is documented in the IEP as necessary for FAPE, this is a potential Article 7 violation.

"This device is only available at school." Schools are required to consider whether a student needs access to their AT device at home to receive educational benefit. If completing homework requires using the AT device and the student doesn't have it at home, the school must address this — including potentially sending the device home. The IEP should address where AT will be used (school, home, community) if home use is necessary.

If the school refuses to provide AT you believe is necessary, request Prior Written Notice explaining their reasoning. This written explanation becomes the basis for a formal state complaint or mediation request if you disagree.

AT and the CCC: Practical Tips

At your next CCC meeting, if AT hasn't been formally discussed:

• Ask the team to document whether AT was considered and what the outcome of that consideration was
• Ask specifically which AT tools your child currently uses informally (borrowed devices, apps on a school iPad) and whether any should be formalized
• Ask whether any AT-related goals are appropriate given the IEP goals already in the plan
• If the school uses any AT during statewide testing, verify it's documented in the IEP accommodation section

The Indiana IEP & 504 Blueprint covers the full CCC process, including how to document AT needs, request AT evaluations formally under Article 7, and push back when the school's technology response doesn't match what your child's evaluation data recommends.

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