Assistive Technology in a Vermont IEP: What Parents Need to Know

Your child's IEP team is legally required to consider assistive technology at every IEP meeting. That word — "consider" — is where a lot of Vermont parents get stuck. Considering AT is not the same as providing it, and schools don't always volunteer it unprompted.

Here's what assistive technology actually means under federal and Vermont law, how to request it, and how to make sure the decision ends up documented in a way that the school has to follow.

What Counts as Assistive Technology Under IDEA

Under the Individuals with Disabilities Education Act (IDEA), assistive technology covers two things: AT devices and AT services.

An AT device is any item, piece of equipment, or product system — whether off-the-shelf or custom-built — that is used to increase, maintain, or improve the functional capabilities of a child with a disability. The definition is intentionally broad. It includes:

• Text-to-speech software (like Read&Write or NaturalReader)
• Word prediction software (like Co:Writer)
• Speech-to-text tools (like Dragon Naturally Speaking)
• Screen readers
• Graphic organizer apps (like Inspiration)
• Augmentative and Alternative Communication (AAC) devices for students with limited verbal output
• FM auditory systems for students with hearing loss
• Adapted keyboards, trackballs, or switch-access devices
• Calculator or math notation tools

AT services include evaluation for AT, training for the student and family, and coordination with other therapists to integrate AT into the student's program.

The Legal Requirement: "Consider" at Every Meeting

Vermont Rule 2360, implementing IDEA, requires IEP teams to consider whether a child needs AT devices and services as part of every IEP meeting. This is not optional and it applies to every student with an IEP, regardless of disability category.

The problem is that "consider" has no procedural teeth unless parents push for documentation. A team can say "we considered it and concluded it's not needed" and move on — without ever actually discussing specific tools or assessing the child's functional needs.

If you believe your child could benefit from AT, do not wait for the team to raise it. Put it in writing before the meeting.

How to Request an AT Evaluation in Vermont

The strongest move is to submit a written request for a formal AT evaluation by someone with expertise in assistive technology — not a general special education teacher. Your written request to the special education director should specifically ask for:

1. A comprehensive AT evaluation by a qualified AT specialist
2. An assessment of your child's functional needs across academic tasks (reading, writing, math, communication, organization)
3. A written evaluation report with specific device and service recommendations

Once the school receives your written request, Vermont's 15-calendar-day rule kicks in: the district must either convene an Evaluation Planning Team (EPT) meeting or provide you with a Prior Written Notice explaining why they're declining.

If the school argues they don't have an AT specialist on staff, that's not a reason to deny the evaluation. The district can contract with an outside AT consultant — the responsibility to provide FAPE doesn't evaporate because staffing is thin.

Getting AT Written Into the IEP

Once an AT evaluation is completed, any recommended devices and services must be written into the IEP document in one of two places:

Under Related Services: If the student needs ongoing training from a specialist in how to use the AT, that training should be listed as a related service with minutes per week or month specified.

Under Supplementary Aids and Services: If the AT device supports the student's access to the general education environment, it belongs in this section. The IEP must specify the device, any required training, and who is responsible for ensuring it is available and functional.

Vague language like "student will have access to technology as needed" is not enforceable. Push for specifics: what device, what software, when it will be available, and who will train the student and staff on it.

School Owns the Device, but Portability Matters

When the school district provides an AT device as part of a student's IEP, the device is the district's property — but the IEP can (and often should) specify that the device goes home with the student. If your child relies on a text-to-speech tool to complete homework, it doesn't make sense for the device to sit in the classroom overnight.

If the team denies home use, ask for that decision in writing through a Prior Written Notice. The PWN must explain the reason and the data the team used to reach that conclusion. That gives you a document to dispute.

When the District Says "They Already Have an iPad"

Vermont parents frequently hear: "We've already given them an iPad, so AT is covered." An iPad by itself is not AT. The question is whether the specific apps, accessibility features, and training are in place to make it functional for your child's specific needs.

Push past the hardware and ask: Which specific software or apps are installed and being used? Has the student been trained to use them? Has the teacher been trained? Is there data showing it's working?

The Vermont Family Network (vermontfamilynetwork.org) offers free consultation to help families understand what to ask for in AT discussions.

The Vermont IEP & 504 Blueprint includes templates for requesting AT evaluations and exact language for getting AT services written into the IEP so they're enforceable — not just mentioned and forgotten.

If the Team Says AT Isn't Needed

If the IEP team concludes that AT is not appropriate for your child, they must document that conclusion. Under IDEA, the team should note in the IEP that AT was considered and provide the rationale for the determination.

If you disagree with that conclusion, you have several options:

• Request a Prior Written Notice explaining the team's decision in writing
• Request an Independent Educational Evaluation (IEE) with AT assessment at public expense, if you disagree with the district's evaluation
• File an administrative complaint with the Vermont Agency of Education if you believe the team failed to properly consider AT

Vermont's IEP meeting is not the end of the road. It is the beginning of a documented paper trail.

The Practical Reality in Rural Vermont

In many small Vermont supervisory unions, there is no in-house AT specialist. Services may be brokered through a regional educational agency or contracted with private vendors. The distance to specialized providers is real.

However, remote AT evaluation and training has expanded significantly. Tele-AT services — where an AT specialist conducts a functional assessment via video and provides device trials through lending libraries — are a legitimate option that districts can arrange. Vermont has an AT program through the Vermont Assistive Technology Program (VATP) that loans devices and provides information at no cost to families, independent of the school system. That resource is worth using regardless of what happens at the IEP table.

Don't let rural geography become the reason your child doesn't get a proper AT evaluation. The legal obligation doesn't shrink based on local capacity.

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