(a) Each LEA and other public agency must ensure that assistive technology devices or assistive technology services, or both, as those terms are defined in 34 C.F.R. §§ 300.5 and 300.6, respectively, and 6 CAR §§ 130-204 and 130-205, are made available to a child with a disability if required as part of the child’s:

1. (1) Special education under 34 C.F.R. § 300.36;
2. (2) Related services under 34 C.F.R. § 300.34; or
3. (3) Supplementary aids and services under 34 C.F.R. § 300.38 and § 300.114(a)(2)(ii).

(c) Evaluation for assistive technology.

1. (1) It is essential that decisions about a child’s use of technology be made by a committee of professionals and family members to ensure a broad perspective of knowledge and experience.

2. (2) Committee members might necessarily include any of the following:

   1. (A) Child;
   2. (B) Family members;
   3. (C) Paraprofessionals/aides;
   4. (D) Audiologists;
   5. (E) Classroom teachers;
   6. (F) Occupational therapists;
   7. (G) Physical therapists;
   8. (H) Physicians;
   9. (I) Qualified examiners;
   10. (J) Special educators; or
   11. (K) Speech-language pathologists.

(d) Assessment of communication.

1. (1) For children who require assistive technology to communicate, assessment is an ongoing process.
2. (2) Initial assessment can only provide good baseline information and allow the assessment team to make reasonable hypotheses about where and how to begin intervention.

3. (3) The goals of communication assessment are to enable the team to:

   1. (A) Determine the current and future communication needs of the child and those interacting with him or her;
   2. (B) Identify the communication capabilities of the child and the child’s partners, as well as the characteristics of his or her environments and tasks;
   3. (C) Reach a consensus on communication goals and prioritize these goals;
   4. (D) Develop and revise plans that allow these goals to be implemented and that increase the child’s involvement in activities and interactions; and
   5. (E) Monitor the success and/or failure of intervention approaches, including the use of assistive technology.

(e) Assessment variables. The following variables should be considered when evaluating communication:

1. (1) Child:

   1. (A) Child’s needs;
   2. (B) Capabilities and skills of the child; and
   3. (C) Personal goals and preferences;

2. (2) Communication context/environment:

   1. (A) Partners with whom the child will communicate;
   2. (B) Social contexts; and
   3. (C) Physical contexts;

3. (3) Communication activities:

   1. (A) Social interaction;
   2. (B) Pragmatic/conversational skills; and
   3. (C) Participation in curriculum;

4. (4) Augmentative communication aids, symbols, techniques, and strategies:

   1. (A) Gestures;
   2. (B) Vocalizations;
   3. (C) Communication displays (symbols and vocabulary);
   4. (D) Devices;
   5. (E) Means of accessing equipment; and
   6. (F) Communication strategies a child can use to accomplish communications tasks; and

5. (5) Assessment procedures. Assessment of communication abilities, which should take place in more than one (1) environment, should include the following:

   1. (A) Record general observations;
   2. (B) Complete checklists or other criterion-based instruments;
   3. (C) Interview primary care providers;
   4. (D) Review educational and medical records; and
   5. (E) Administer tests.