Utah Center for Assistive Technology

The Utah Center for Assistive Technology's (UCAT) mission statement is:  "Helping people with disabilities identify and obtain assistive technology that will enhance the quality of their lives."

Check out the awesome work they've done, like creating a glove-like device to help a miner go back to work after an accident in which he lost nearly half his hand.  

UCAT also spends a lot of time helping make the lives of young people with disabilities more fun!  

Check out this "suck and blow train set" they created with help from a group of engineers in Logan, Utah at Autonomous Solutions.

Another UCAT staff member adapted a bike trailer using an old wheelchair so this young man could go on bike rides with his brother.

Supplementary Aids and Services under IDEA

Here is some really useful information regarding supplementary aids and services for students with disablities.  It's important that everyone involved in the development of a student's IEP understand that the IEP must contain a statement outlining the kind of special education, supplementary aids and services the child will require to meet annual goals.  This includes aids and services required by those who are working on behalf of the child.  It's also important that parents and professionals understand what is meant by 'supplementary aids and services.'

IDEA’s Exact Words

Again, let’s start with IDEA’s full requirement for identifying the supplementary aids and services a child will need and specifying them in his or her IEP. This appears at §300.320(a)(4) and stipulates that each child’s IEP must contain:

(4) A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided to enable the child—

(i) To advance appropriately toward attaining the annual goals;

(ii) To be involved in and make progress in the general education curriculum in accordance with paragraph (a)(1) of this section, and to participate in extracurricular and other nonacademic activities; and

(iii) To be educated and participate with other children with disabilities and nondisabled children in the activities described in this section… [§300.320(a)(4)]

We’ve bolded the part of IDEA’s regulation that specifically mentions supplementary aids and services, because it’s important to see the context in which this term is used. It is that context, and IDEA’s own definition of supplementary aids and services, that will guide how a child’s IEP team considers what services the child needs and the detail with which the team specifies them in the IEP.

The Short Story on Supplementary Aids and Services

Supplementary aids and services are often critical elements in supporting the education of children with disabilities in regular classes and their participation in a range of another school activities. IDEA’s definition of this term (at §300.42)reads:

Supplementary aids and services means aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate …

Speaking practically, supplementary aids and services can be accommodations and modifications to the curriculum under study or the manner in which that content is presented or a child’s progress is measured. But that’s not all they are or can be. Supplementary aids and services can also include direct services and supports to the child, as well as support and training for staff who work with that child. That’s why determining what supplementary aids and services are appropriate for a particular child must be done on an individual basis.

Parents as Partners Handbook

The Parents as Partners Handbook is an essential resource for parents and teachers. Most importantly, it includes comprehensive information on the creation and implementation of the Individual Education Program (IEP). It also serves as a fact sheet outlining the 6 principles covered in the Individuals with Disabilities Education act (IDEA). The handbook also outlines the language and acronyms commonly used in the field of Special Education. Parents who have children with disabilities can use this handbook to learn more about how they can participate as an equal member in their student's IEP process. General education teachers who review the handbook will be in a much better position to collaborate effectively with Special Education teachers regarding students with disabilities.

The Individuals with Disabilities Education Act (IDEA)

The Individuals with Disabilities Education Act (IDEA) is defined on About.com as "a law that provisions service and support to children with disabilities throughout the US. IDEA governs how states and public agencies provide early intervention, special education and related services to US children. IDEA, ensures that children with disabilities receive a “free appropriate public education” (FAPE). This means that schools will provide Students who are eligible (have a disability) with specialize supports/instruction that will address their academic needs in the least restrictive environment."


 IDEA uses 9 basic steps to identify, evaluate, determine eligibility, create an Individual Education Plan (IEP), measure progress, and reevaluate the IEP of students with disabilities. It is important that all K-12 educators have some familiarity with IDEA. Please visit IDEA.ed.gov for more information.