Assistive Technology in Wyoming IEPs: Rights, Resources, and How to Ask

Assistive technology can be the difference between a student with a disability accessing the curriculum and being left behind. In Wyoming, IEP teams are required to consider assistive technology for every student with a disability — not just those with severe physical impairments. Yet most parents have never been told this, and many IEPs contain no AT consideration at all.

What Wyoming Law Requires on Assistive Technology

Under IDEA and Wyoming Chapter 7 Rules, the IEP team must consider whether a child requires assistive technology devices and services as part of their Free Appropriate Public Education. This is not optional, and it is not limited to students who are nonverbal or physically disabled. A student with dyslexia who struggles to decode text, a student with ADHD who cannot organize written work, a student with autism who communicates best through a speech-generating device — all of these students may require AT consideration.

The law distinguishes between two things:

Assistive technology device: Any item, piece of equipment, or product system 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 slant boards to high-tech options like text-to-speech software, AAC devices, and screen readers.

Assistive technology service: Any service that directly assists a child in selecting, acquiring, or using an AT device. This includes AT evaluations, training for the child and their family, and coordination with other services in the IEP.

If the IEP team considers AT and determines none is needed, that determination should be documented. If your child's IEP has never addressed AT in any form — no consideration, no documentation — that is worth raising at the next IEP meeting.

Accessible Educational Materials

Closely related to assistive technology is the right to accessible educational materials (AEM). Students with print disabilities — including visual impairments, physical disabilities that prevent standard print access, and some learning disabilities — are entitled to receive instructional materials in accessible formats.

Wyoming participates in the National Instructional Materials Access Center (NIMAC), which provides accessible versions of core instructional materials to students who qualify. The IEP team must determine whether the student qualifies for a print disability designation and include AEM in the IEP if needed.

In practice, accessible materials are often delayed or not delivered at all. A student with a visual impairment or severe dyslexia who is handed the same printed textbook as their peers — with no accessible alternative — is not receiving FAPE. If your child needs materials in an alternative format (digital text for text-to-speech use, audio formats, large print, or braille), request that the IEP explicitly document this need and specify the format and timeline for delivery.

Wyoming Assistive Technology Resources (WATR)

Wyoming has a state assistive technology program — Wyoming Assistive Technology Resources, or WATR — operated through the Wyoming Institute for Disabilities (WIND) at the University of Wyoming. WATR is a federally funded program and provides several services at no cost to Wyoming residents:

Device demonstrations: WATR staff can demonstrate a wide range of AT devices and software so families and IEP teams can evaluate options before purchase. This is especially valuable for high-cost items like AAC devices.

Device loan program: WATR loans AT devices for short-term trial periods. If an IEP team is uncertain whether a particular device will meet a student's needs, a loan trial can build the evidence base for an AT recommendation — without the district committing to a purchase first.

AT assessments: WATR provides assessments to help identify appropriate AT for individual students. If your district has no internal AT specialist, you can request that WATR participate in the AT consideration process.

Training: WATR provides training for both families and educators on how to use specific AT devices and software.

If your district says it lacks the internal capacity to evaluate AT needs properly, WATR is the correct referral. You can request that the IEP team contact WATR for a loan device or consultation. If the district refuses to pursue AT evaluation despite documented need, that refusal should trigger a request for Prior Written Notice.

How to Raise Assistive Technology in an IEP Meeting

Most Wyoming parents do not know AT must be considered at every IEP meeting. Districts do not always raise it proactively. Here is how to bring it up:

Before the meeting: Write a letter or email to the special education director requesting that AT consideration be formally added to the agenda. Note your child's specific functional challenges that may be addressed by AT — difficulty with text decoding, written expression, communication, mobility, or organizational tasks.

During the meeting: Ask directly: "Has the team formally considered whether assistive technology devices or services would support my child's access to the curriculum?" If the answer is no, ask that the team document that consideration and address it before closing the meeting.

If the team considers AT and denies it: Ask for the denial to be documented in the IEP or as a Prior Written Notice, including the rationale. A denial of AT that is not grounded in a formal assessment or documented evidence is challengeable.

If the team agrees AT is needed but the district lacks the device: The district cannot deny your child an AT device because of cost or procurement delays. If the district agrees AT is needed, it is obligated to provide it. WATR's loan program can serve as a bridge while permanent procurement is arranged.

Common AT Tools in Wyoming IEPs

For reference, some frequently used AT tools in Wyoming school IEPs include:

• Text-to-speech software (e.g., Read&Write, Kurzweil 3000, natural reader apps) for students with reading disabilities
• Speech-to-text software (e.g., Dragon NaturallySpeaking, built-in dictation tools) for students with written expression difficulties
• Augmentative and Alternative Communication (AAC) devices for students who are nonverbal or minimally verbal
• Graphic organizer tools and digital note-taking apps for students with attention and executive function challenges
• Screen magnification and braille display technology for students with visual impairments
• Specialized keyboards, mouse alternatives, and switch access systems for students with physical disabilities

None of these tools replace specialized instruction — they are supports that allow students to access and demonstrate their learning. Combining AT with appropriate specially designed instruction is the goal; AT alone does not constitute a complete special education program.

For help documenting AT requests, demanding formal AT consideration as part of the IEP process, or understanding how to use WATR resources in a dispute, see the Wyoming IEP & 504 Advocacy Playbook.

See more United States guides →