Virginia Assistive Technology in IEPs: What Parents Need to Know

If your child struggles with reading, writing, communication, or motor tasks, assistive technology might be the piece missing from their IEP — and Virginia schools are legally required to consider it for every eligible student. The problem is that many IEP teams treat AT as optional or expensive, and parents often don't know they have the right to push for a formal assessment.

What Counts as Assistive Technology Under Virginia Law

Assistive technology (AT) is defined broadly under IDEA and Virginia's implementing regulations (8 VAC 20-81). It covers two categories:

Assistive technology device: Any item, piece of equipment, or product system — whether acquired commercially off the shelf, modified, or customized — that is used to increase, maintain, or improve the functional capabilities of a child with a disability. This ranges from low-tech tools like pencil grips and adapted scissors to high-tech options like speech-generating devices, text-to-speech software, and augmentative and alternative communication (AAC) systems.

Assistive technology service: Any service that directly assists a child in the selection, acquisition, or use of an AT device. This includes evaluating the child's AT needs, purchasing or leasing devices, coordinating services, training the child in using AT, and training teachers and family members.

The key word is "consider." Under 34 CFR §300.324(a)(2)(v) and Virginia's regulations, the IEP team must consider whether the child needs assistive technology devices and services as part of the IEP development process. This consideration is not optional — it's required at every IEP meeting.

What "Considering" Actually Means in Practice

Schools often treat AT consideration as a checkbox — someone at the meeting says "does the child need AT?" and a general education teacher says "no, I don't think so." That is not an adequate consideration, and it won't hold up if you challenge it.

A genuine AT consideration means reviewing the child's current evaluation data, looking at areas where technology might compensate for a deficit, and discussing specific tools or approaches. If the team concludes no AT is needed, they should be able to point to data that supports that conclusion — not just a general impression.

If you believe AT hasn't been genuinely considered, you can:

1. Request that AT consideration be added as an explicit agenda item at the next IEP meeting
2. Come prepared with a list of specific tasks your child struggles with where technology might help
3. Ask the team to document in writing why they concluded AT is not needed

That written documentation creates a record you can refer back to if the child's needs aren't being met.

How to Request an AT Assessment

If you believe your child needs assistive technology and the IEP team hasn't adequately addressed it, you can request a formal AT assessment. This is a specialized evaluation conducted by an AT specialist who observes the child in their educational environment, reviews their disability profile, and makes specific recommendations.

Put your request in writing. Address it to the special education administrator or director for your school division. State specifically why you believe AT needs to be assessed — for example, your child's dyslexia means they cannot access grade-level reading material independently, or their motor disability makes written expression extremely difficult.

Once the school receives your written request, it must either agree to conduct the assessment (with your consent) or provide you with a Prior Written Notice explaining why it's declining. If the school declines, you can challenge that refusal through Virginia's dispute resolution options.

Under Virginia's evaluation timeline, the AT assessment would fall within the 65-business-day evaluation process if it's part of an initial evaluation or reevaluation. For an assessment added to an existing IEP process, the timeline is typically discussed and agreed upon at the IEP meeting.

Common AT Tools Virginia Schools Provide

The range of AT in use in Virginia schools includes:

For reading and literacy challenges (dyslexia, visual impairment):

• Text-to-speech software (Learning Ally, Bookshare, NaturalReader, built-in accessibility features in Chromebooks and iPads)
• Audiobooks and digital text formats
• Color overlays and high-contrast materials
• Read-aloud accommodations during SOL assessments (when specified in the IEP)

For writing difficulties (dysgraphia, fine motor impairment):

• Speech-to-text tools (Google Voice Typing, Dragon Naturally Speaking)
• Word prediction software
• Word processors with spell-check and grammar support
• Keyboarding instruction as a related service

For communication (autism, AAC needs, selective mutism):

• Speech-generating devices (SGDs) ranging from simple recordable buttons to robust dynamic display systems
• AAC apps on iPads or dedicated communication devices (Proloquo2Go, LAMP Words for Life, TouchChat)
• Low-tech communication boards and visual supports

For executive function and organization:

• Digital agendas and task management apps
• Timers and visual countdown tools
• Audio reminders and smart speakers for schedule support

For motor and physical access:

• Adapted keyboards, mouse alternatives, or switch access
• Pencil grips and writing aids
• Standing desks or adaptive seating

When Schools Resist Providing AT

The most common school-side objections to AT provisions are cost and logistics. Speech-generating devices and AAC systems in particular can be expensive, and schools may resist committing them to the IEP.

A few things to know:

AT in the IEP is the school's financial responsibility. If the IEP team determines that a device or service is required for FAPE, the school division must provide it at no cost to the family. This includes purchase, maintenance, and training. The school cannot deny AT because of budget constraints — if a student needs it for FAPE, it must be provided.

Home use. If the IEP team determines that the child needs AT to complete IEP goals outside of school (including for homework), the school may need to allow the device to be used at home. This is determined case by case by the IEP team.

Private ownership. If you already own an AT device that works for your child, the school may be able to use it in the classroom, but the IEP should still specify what school-provided AT the student needs — you shouldn't have to rely on your own resources for what the school is obligated to supply.

If the school refuses to consider or provide AT you believe is necessary, document your request and the refusal in writing. You can also request an Independent Educational Evaluation that specifically includes an AT component if you disagree with the school's assessment of your child's AT needs.

The Virginia IEP & 504 Blueprint covers how to build an effective AT request and document the school's response in your records binder.

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