Glossary

Assistive Technology

Assistive technology (AT) is any item, piece of equipment, or product system, whether acquired commercially off the shelf, modifed, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability. AT includes both services and devices. Retrieved March 28, 2024 from https://sites.ed.gov/idea/statutechapter-33/subchapter-i/1401

Assistive Technology Assessment

The AT Assessment process is a comprehensive assessment of the student’s needs, their environments, the tasks or goals they want to achieve and the possible AT tools that may help facilitate these goals. The AT process does not end with tool selection, but also includes follow-up and ongoing assessment as tasks and environments change and new tools are developed. https://ataem.org/at-assessment

Assistive Technology Device

Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modifed, or customized, that is used to increase, maintain, or improve the functional abilities of a child with a disability. The term does not include a medical device that is surgically implanted, or the replacement of such device. Individuals With Disabilities Education Act, 20 U.S.C. § 1400 (2004). https://sites.ed.gov/idea/regs/b/a/300.5

Assistive Technology Service

Any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. Individuals With Disabilities Education Act, 20 U.S.C. § 1400 (2004). https://sites.ed.gov/idea/regs/b/a/300.6

Accessible Educational Materials (AEM)

Print- and technology-based educational materials, including printed and electronic textbooks and related core materials that are required by State Education Agencies (SEAs) and Local Education Agencies (LEAs) for use by all students, produced or rendered in accessible media, written and published primarily for use in early learning programs, elementary, or secondary schools to support teaching and learning. Retrieved February 6, 2025 from https://www.govinfo.gov/content/pkg/FR-2014-05-09/pdf/2014-10646.pdf

Accessible Formats

An alternative manner or form that gives an eligible person access to the text-based material in which the accessible format is used to permit access as feasibly and comfortably as a person without such disability. Examples of accessible formats include audio, braille, large print, tactile graphics, and digital text conforming with accessibility standards. Retrieved February 6, 2025 from https://www.loc.gov/nls/who-we-are/laws-regulations/copyright-law-amendment-1996-pl-104-197/

Accommodations

Changes made to how a student accesses learning content, communication, environments, materials, or assessments. They provide access to course content but do not alter the scope or complexity of the information taught to the student. Accommodations do not reduce the learning or performance expectations of what is being taught or tested. Ohio Department of Education and Workforce. (2023). Ohio Accessibility Manual for Ohio’s State Tests. https://education.ohio.gov/Topics/Testing/Accommodationson-State-Assessments

Built-In Accessibility Features

Accessibility features are built-in to the computer or mobile device operating system to help people with disabilities use technology more easily. For example, text-to-speech, read text aloud or voice recognition to dictate written work are now often built-in accessibility features. Magnifers and audio supports are also part of most operating systems. https://edu.gcfglobal.org/en/computerbasics/using-accessibilityfeatures/1/

Educational Team

The student’s educational team may include the IEP team, ETR team, and any variety of stakeholders such as professionals with AT knowledge, educators, related service providers, medical professionals, parents, and others as identifed by the IEP team who may be able to provide insight to the student’s assistive technology needs.

Eligible Person

“An individual who, regardless of any other disability-- (A) is blind; (B) has a visual impairment or perceptual or reading disability that cannot be improved to give visual function substantially equivalent to that of a person who has no such impairment or disability and so is unable to read printed works to substantially the same degree as a person without an impairment or disability; or (C) is otherwise unable, through physical disability, to hold or manipulate a book or to focus or move the eyes to the extent that would be normally acceptable for reading.” (17 U.S.C. 121(d)(3). Retrieved February 6, 2025, from https://www.govinfo.gov/content/pkg/FR-2020-05-26/pdf/2020-09273.pdf

Free Appropriate Public Education (FAPE)

A free appropriate public education is a requirement of the Individuals with Disabilities Act (IDEA), which guarantees special education rights for children with disabilities. Once a child is qualifed, FAPE requires a school district to provide special education for the child’s specifc needs, related services (e.g., transportation), accommodations (e.g., audiobooks), an Individualized Education Program (IEP), and teach the child in the Least Restrictive Environment (LRE). https://sites.ed.gov/idea/regs/b/b/300.101

Individualized Education Program (IEP)

A written statement for a child with a disability that is developed, reviewed, and revised in accordance with rule 3301-51-07 of the Administrative Code. The IEP must include a statement that discusses the child’s future and a statement of measurable annual goals, including academic and functional goals and benchmarks or shortterm objectives. Benchmarks or short-term objectives shall be included for all children with disabilities and not only for children with disabilities who take alternate assessments aligned to alternative achievement standards. Individuals With Disabilities Education Act, 20 U.S.C. § 1400 (2004). Retrieved February 28, 2023, from https://sites.ed.gov/idea/regs/b/d/300.320 and Ohio Administrative Code Chapter 3301-51-07. Retrieved February 28, 2023, from https://codes.ohio.gov/ohio-administrative-code/rule-3301-51-07

Individuals with Disabilities Education Act (IDEA)

A law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children. Individuals With Disabilities Education Act, 20 U.S.C. § 1400 (2004). Retrieved February 28, 2023, from https://sites.ed.gov/idea/

Local Educational Agency (LEA)

A public board of education or other public authority legally constituted within a State for either administrative control or direction of, or to perform a service function for, public elementary schools or secondary schools in a city, county, township, school district, or other political subdivision of a State, or for a combination of school districts or counties as are recognized in a State as an administrative agency for its public elementary schools or secondary schools. https://sites.ed.gov/idea/regs/c/a/303.23

Least Restrictive Environment (LRE)

Each school district shall ensure that to the maximum extent appropriate, children with disabilities, including children in public or nonpublic institutions or other care facilities, are educated with children who are nondisabled. Ohio Administrative Code Chapter 3301-51-09(A). https://codes.ohio.gov/ohio-administrativecode/rule-3301-51-09

Ohio AT&AEM Network

The Ohio AT&AEM Network consists of members from the Ohio Department of Education and Workforce Offce of Exceptional Children; OCALI; and State Support Teams. The purpose of the Ohio AT&AEM Network is to develop best practices for AT and AEM while building capacity within the regions.

Universal Tools

Universal tools range from low-tech to high-tech and are usable by all individuals, to the greatest extent possible, without the need for adaptation or specialized design (e.g., calculator, tablet computer, global notes, highlighter, pencil grips, text-tospeech, built-in accessibility features, etc.).

State Support Teams (SST)

The Ohio Department of Education and Workforce coordinates 16 regional teams throughout Ohio. As a part of the Statewide System of Support, the State Support Team collaborates with schools, families, regional partners, and the Department through a continuous improvement process to ensure each child in Ohio has access to a highquality education. State Support Team consultants assist districts and schools in improving outcomes for each child with a focus on leadership, team development and inclusive instructional practices. Retrieved April 2, 2024, from https://education.ohio.gov/Topics/School-and-District-Improvement/State-Support-Teams