The consideration of assistive technology devices and services is required during the development of every Individualized Educational Program (IEP) according to the Individuals with Disabilities Act, Amendments of 1997 (IDEA'97). Assistive technology devices and services, which the IEP team determines are required by a student in order to benefit from a free appropriate public education (FAPE), must be written into the IEP. Despite this requirement, mere has been no agreed upon description of high quality assistive technology services. This article describes the activities of a national group of assistive technology professionals known as the Quality Indicators for Assistive Technology Services (QIAT) Consortium. The QIAT Consortium was formed to initiate a nationwide dialogue regarding quality indicators for a variety of assistive technology service areas. The work of the Consortium to date is discussed and the current set of indicators is included. Processes used in the development of the indicators are described. Implications for future use of the indicators and future development activities are discussed.

IDEA states that assistive technology must be a part of a student's special education, related services and/or supplementary aids and services if it is required for the student to benefit from the educational program. While the law is clear in this respect, school districts across the nation are struggling with questions regarding the best ways to determine the need for assistive technology and to ensure appropriate levels of service. This article describes the Education TECH Point system which can be used by school districts as a tool to develop effective assistive technology delivery systems for all students with disabilities.

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