Funding Assistive Technology Part II
Assistive Technology in Education
Pat Ourand, MD TAP Funding Specialist
Assistive technology services and devices are enabling tools
for students with disabilities. Obtaining funding for them,
however, is often a tangled web woven by the numerous and
varied options available to people with disabilities, their
families, professionals and interested others. While there
is a common misconception that only a very limited number of
funding sources exist, there are in fact a number of federal
options for school-based technology available to people and
organizations who are willing and able to collaborate on
individual cases.
Before any consumer or professional begins the process of
identifying appropriate funding sources, some proper working
definitions are needed. The following definitions are found
in numerous state and federal programs, including the
Technology-Related Assistance for Individuals with
Disabilities Act of 1988, the Individuals with Disabilities
Education Act, specific Medicaid waiver programs and the
Rehabilitation Act Amendments of 1992:
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 functional
capabilities of people with disabilities,
Assistive technology service: Any service that
directly assists an individual with a disability in the
selection, acquisition or use of an assistive
technology device. This includes, but is not limited
to, evaluations, customizations, maintenance,
coordination of other therapies, technical assistance
and training opportunities.
These services cannot be provided in isolation. A
collaborative team should be assembled to ensure that a
child receives the appropriate devices and services. This
team may include the child, parents or other family members,
the educator, other members of a school based team,
rehabilitation technologist, speech/language pathologist,
physician and other professionals.
Once the team has been established, each member contributes
his or her knowledge of the child and expertise in funding
streams. Together, the combined skills should provide for
successful identification of and access to the most
appropriate funding source. It's important in this process,
however, to identify some one individual to act as
facilitator or manager to ensure that all ideas are followed
up on and nothing 'falls through the cracks.'
In addition, the team should seek collaboration between
funding sources. Many times. more than one funding source
is available to share in the responsibility of providing the
recommended devices and services.
In addition to responsibilities emanating from the
Individuals with Disabilities Education Act (IDEA) Part B
and Part H, the following programs will help in the funding
of assistive technology services and devices. Because these
programs emanate from the federal level, all administering
agencies at the state and local level must work from the
same regulations. Therefore it's a good idea for educators,
parents and other professionals to be aware of and to
compare access in other communities and states to determine
the current scope of these program dollars in your
state/community.
EARLY , PERIODIC, SCREENING, DIAGNOSIS & TREATMENT (EPSDT)
This is a required Medical Assistance program. The Medicaid
Act requires each state to provide EPSDT as a service to all
recipients from birth to age 21. The scope of EPSDT is
quite broad, covering all medical assistance services
including personal care services, transportation, case
management, and 'other diagnostic, screening, preventive and
medical or remedial services provided in a facility, home or
other licensed practitioner of the healing arts, for the
maximum reduction of a physical or mental disability.' In
most cases, one or more of these treatment areas is
appropriate for funding of recommended assistive technology
services or devices. The key words here, though, are medical
assistance. It's important that medical necessity, rather
than educational need is foremost in the justification.
Contact: 410-225-1485
HEAD START
This child development program provides comprehensive
educational and health services for children ages 3-5.
Since 1982, federal law has required that at least 10
percent of the total number of placements must be available
to children who are disabled and require special services.
Head Start is a mainstream placement option for children
whose IEP calls for placement with non disabled children.
The January 1993 Head Start regulations specifically require
the consideration of assistive technology services and
devices.
Contact: In Maryland, Gayla Sanders at the Head Start
Collaboration Network, 410/333-8100 (voice), 410/333-8117
(TTY). Outside Maryland, call the National Head Start
Association, 201 N. Union St., Suite 320, Alexandria, VA
22314; 703/739-0875; fax; 703/739-0878.
MATERNAL AND CHILD HEALTH (MCH) SERVICES BLOCK GRANT
These funds may be used to provide rehabilitation services
for children under age 16 who are blind or disabled and
receive Supplemental Security Income (SSI) benefits.
Although MCH is often used for the provision of assistive
technology, a review of each child's needs and status must
be considered before making use of this source.
Contact: Local Health Department
MEDICAID HOME AND COMMUNITY-SUPPORTED LIVING ARRANGEMENTS
SERVICES
This program authorizes states to offer services including
personal assistance services, training and habilitation,
assistive technology and adaptive equipment as optional
coverage under their Medicaid state plans. It is available
in California, Colorado, Florida, Illinois, Maryland,
Michigan, Rhode Island and Wisconsin.
Contact: 410-328-2140
MEDICAID HOME AND COMMUNITY BASED WAIVER SERVICES
Under this program, states are authorized to request a
waiver of certain federal requirements so that individuals
can receive cost-effective, community-based services instead
of more expensive, less appropriate institutional care. In
many states, these programs include assistive technology
services and devices.
Contact: 410-225-5639
PRIVATE HEALTH INSURANCE
Coverage varies for each policy; review the plan first to
ensure that the devices or services needed are included.
The use of private health insurance for educational purposes
must be voluntary as there might be a risk of financial loss
to the parents, such as depletion of the lifetime maximum or
annual coverage, an increase in premiums, interference with
future insurability of discontinuation of coverage. The
impact of these considerations must be addressed for each
child and his or her individual family situation. If
coverage is denied, appeals should be pursued to the highest
level, usually to a Medical Review Board and the courts.
Contact: Private Insurance Agent
THE REHABILITATION ACT AMENDMENTS OF 1992
These include numerous amendments related to rehabilitation
technology. Programs funded under this mandate may begin
providing services to children ages 14 and older. For
younger children, the services are directed toward
school-to-work transitioning.
These provisions do not in any way shift the burden of
responsibility for transition planning from the education
system to the rehabilitation system. Rather, they will
force coordination and collaboration between the systems.
For students ages 16-21, the transitional services, as well
as traditional services of vocational rehabilitation (Title
I), supported employment (Title V) and independent living
(Title VIIA and VIIC) become available.
Contact: In Maryland, your local Department of
Rehabilitation Services (DORS) office or call 410-554-3726.
In other states contact your State Vocational Rehabilitation
Agency.
SECTION 504 OF THE REHABILITATION ACT OF 1973
Section 504 provides a civil-rights statute that requires
accommodations for students who have disabilities such as
orthopedic impairments, but who do not qualify for special
education services. It denies federal funds to any
institution, including a school, whose practices or policies
discriminate against individuals with disabilities. This
program protects children with disabilities against
discrimination in all educational settings. This
legislation has resulted in a number of outcomes, including
various actions to remove physical barriers to education,
which may incorporate assistive technology.
Contact: In Maryland, your local DORS office In other
states contact your State Vocational Rehabilitation Agency.
TECHNOLOGY-RELATED ASSISTANCE FOR INDIVIDUALS WITH
DISABILITIES ACT OF 1988
This federal competitive grants program provides moneys for
states to establish a statewide, consumer-responsive service
delivery system designed to effect systems change regarding
assistive technology. Several states operate loan programs
to help with the purchase of devices and services. MD TAP
offers a short term equipment loan program to try assistive
technology in the environment where you'll be using it.
Contact: MD TAP, 800/TECH-TAP or RESNA Technology
Assistance Project, 1700 N. Moore St., Suite 1540,
Arlington, VA 22209-1903; 703/524-6686; fax 703/524-6630;
TTY 703/524-6639.
