The Myths/Facts graphics highlight information for administrators, educators, and families, tools to help avoid misconceptions regarding AT, and provide examples of the use of AT devices and services for children with disabilities Learn more at the Center for Inclusive Technology & Education Systems (CITES)…
In Connecticut schools, AEM and AT serve different but complementary roles in supporting students with disabilities: Accessible Educational Materials (AEM) Accessible Educational Materials (AEM) are learning resources designed to be usable by the broadest range of students, including those with disabilities. These materials may include printed and digital…
The U.S. Department of Education's "Myths and Facts Surrounding Assistive Technology Devices and Services" (January 2024) clarifies that assistive technology must be considered for all students with IEPs—not just those with certain disabilities. The document dispels common misconceptions, emphasizing that AT ranges from simple tools like pencil grips to sophisticated communication devices, should be available across all environments, and must be provided at no cost when necessary for FAPE. This essential guidance reminds educators that IEP teams are responsible for ensuring students receive appropriate AT devices and the training needed to use them effectively.
This January 2024 letter from the U.S. Department of Education provides crucial guidance on assistive technology for children with disabilities under IDEA. It emphasizes how AT devices and services can transform learning, reduce barriers, and create equitable educational experiences. The guidance clarifies requirements, dispels misconceptions, and offers practical examples of assistive technologies that can help students develop essential skills and prepare for life beyond school.
SERC, in collaboration with the CT Tech Act, has established an AT demonstration site and lending library. Educators, family members, and students can make an appointment with SERC staff and try out AT devices in our “AT Corner,” learn about iOS and Android apps, and become familiar with research…
Visual impairments (also known as visual disabilities) can range from mild vision loss in one or both eyes to a complete loss of vision. A person may be born with limited or no sight, or they may lose vision progressively over the course of their life. Some visual…
A traumatic brain injury (TBI) occurs when an external physical force injures the brain and causes partial or total functional disability, psychosocial impairment, or both, affecting a child’s educational performance. This term doesn’t include brain injuries that are degenerative (cause damage to the brain over time), congenital (present at…
Speech or language impairment refers to a communication disorder that impacts a child’s educational performance, such as stuttering, impaired articulation (difficulty speaking clearly), a voice impairment, or a language impairment. There are many different causes of speech disabilities (also called speech disorders or speech impediments). Certain physical…
Dyslexia is a perceptual disability, meaning it affects the way sensory information is processed. It impacts reading, in particular, causing difficulty with decoding words and accurate/fluent word recognition and spelling. Dyslexia can be unexpected. It often doesn’t reflect a student’s other abilities. In fact, students with dyslexia typically…
Specific learning disability (SLD) refers to a disorder that affects one or more of the basic psychological processes involved in understanding or using spoken or written language. SLD may show as a student having difficulty with reading, writing, spelling, speaking, listening, thinking, or solving math equations. There are…
