Alabama AT Resources and Device Access

Alabama LEAs do not have to identify, trial, or fund assistive technology alone. State agencies and ALSDE-supported libraries offer device demonstration, loan, evaluation support, and alternate-format materials. The IEP documentation still belongs to the LEA; the resources below help the team make a well-informed decision.

• 34 CFR §300.105, assistive technology devices and services  https://sites.ed.gov/idea/regs/b/b/300.105 

• 34 CFR §300.172, accessible instructional materials  https://sites.ed.gov/idea/regs/b/b/300.172 

• Alabama Administrative Code, Rule 290-8-9-.07(6)–(7)

STAR (ADRS).  The Alabama Department of Rehabilitation Services operates the Statewide Technology Access and Response (STAR) program, Alabama's assistive technology services program. STAR provides information about assistive technology and supports access for Alabamians with disabilities, including device demonstration and loan options. Contact the program for current services before promising a specific device loan. When public agency and ADRS responsibilities overlap, remember the IDEA rule: if a participating agency fails to provide agreed-upon transition services, the IEP Team reconvenes to identify alternative strategies.

Children's Rehabilitation Service (ADRS).  CRS supports children with special health care needs, including AAC evaluation and device access for eligible children. Because eligibility and service details change, confirm current referral procedures with your local CRS office and document agency commitments in the IEP.

Print disabilities.  Alternate-format textbooks and core instructional materials for students with print disabilities are obtained through the process described on the SES Subject Resources page. Order at the same time as standard materials.

Teacher toolkits.  The SES Subject Resources page links two LiveBinder toolkits — the Alternate Achievement Special Education Teacher Toolkit and the Inclusion and Resource Special Education Teacher Toolkit — with resources linked by subject, assessment supports, and professional development.

Keep the IEP connected.  Whatever the source of a device or service, the IEP must reflect what the student needs: the AT special factor answer, the device or service on the services page, training for the people who support the student, and a home-use decision with a documented rationale.

• Contact STAR or CRS before the IEP meeting when a device trial is likely.

• Start the alternate-format textbook process with the school's annual order.

• Document agency referrals and commitments in the student's record.

• Record device ownership and maintenance responsibilities clearly.

• Waiting for a device decision until after the IEP, leaving the services page blank

• Ordering accessible-format materials late each school year

• No documentation of which agency or LEA provides, maintains, and replaces a device

• Device trials conducted without recording results in the evaluation or IEP documentation

ADRS STAR program and Children's Rehabilitation Service:  rehab.alabama.gov.  SES Subject Resources.  AIDB for students with sensory impairments:  aidb.org.