"I've sat at over 500 IEP tables."
I'm Mary, a former special education teacher and administrator, a Special Education Advocate, and co-founder of The Advocate Ally with my son, Graham. I left the system to help families directly. I created this special education resource because too many parents feel pressured to accept generic, "cookie-cutter" IEPs.
The guidance below is grounded in the same practical, document-based questions I raise in IEP meetings every day. Use it to ask for clearer, more individualized support for your child.
Mary
Co-founder, The Advocate Ally
Start with the record, then choose the next step
Your child struggles with writing, reading, communication, or organization, and you believe assistive technology (like speech-to-text, AAC devices, or specialized software) could help. The school refuses to evaluate for AT.
What to Check
- The task that is blocked, such as writing, communication, reading access, organization, or note-taking.
- What supports have been tried, how long they were tried, and what happened.
- Whether the IEP mentions AT consideration and what data supports the decision.
Red Flags
- The school gave a verbal answer but the IEP, PWN, progress report, or meeting note does not show the decision.
- The response focuses on opinion, staffing, or habit without naming data, records, or the written IEP section.
- The issue could affect services, placement, discipline, safety, graduation, or evaluation timelines.
Documents to Gather
- Work samples, writing samples, communication examples, or classroom data showing the access barrier.
- Provider notes or outside recommendations about AT, AAC, speech-to-text, text-to-speech, or organization tools.
- Examples of tools your child has tried successfully outside school, if any.
Sample Finding
The record shows Ask for AT in one functional area first, such as written expression or communication.
Parent-Safe Sentence
"Ask the team to review one access barrier and whether an AT evaluation or trial would help your child complete the school task more independently."
Who to Contact
Start with the case manager or IEP coordinator. If the issue affects services, placement, evaluation, discipline, safety, or complaint options, ask the special education director or a qualified local advocate about next steps.
Privacy Guardrail
Share only the facts and records needed for this request. Avoid sending broad medical history, unnecessary diagnoses, or extra student identifiers unless the school process specifically requires them.
When to Get Local Help
Get qualified local help if the school response could affect discipline, safety, placement, service denial, evaluation rights, missed timelines, retaliation concerns, state complaint, mediation, due process, graduation, or unclear state-specific deadlines.
Source Grounding
- IDEA IEP contents
- IDEA review and revision of IEPs
- IDEA prior written notice
- CPIR prior written notice
- IDEA initial evaluations
- IDEA evaluation procedures
This guide is educational information, not legal advice. Rules and deadlines can vary by state, district, and procedure.
What's Happening
Your child struggles with writing, reading, communication, or organization, and you believe assistive technology (like speech-to-text, AAC devices, or specialized software) could help. The school refuses to evaluate for AT.
Rights to Review
IDEA standards call for the IEP team to consider assistive technology when reviewing student needs. Ask the team to explain how it considered AT and what data supports the decision.
- IDEA standards include AT consideration as part of IEP review (34 CFR §300.324).
- You can request an AT evaluation in writing at any time.
- If the IEP team determines AT is needed for FAPE, ask that the device, services, and training be written clearly into the plan.
- AT includes both devices AND services (training on how to use the technology).
Build a Calm Written Record
When a school conversation feels urgent, the safest first move is usually a narrow written record: what happened, what you are asking for, and what evidence should be reviewed.
The Calmer First Written Step
Ask the team to review one access barrier and whether an AT evaluation or trial would help your child complete the school task more independently.
What to Document
- The task that is blocked, such as writing, communication, reading access, organization, or note-taking.
- What supports have been tried, how long they were tried, and what happened.
- Whether the IEP mentions AT consideration and what data supports the decision.
Evidence to Attach
- Work samples, writing samples, communication examples, or classroom data showing the access barrier.
- Provider notes or outside recommendations about AT, AAC, speech-to-text, text-to-speech, or organization tools.
- Examples of tools your child has tried successfully outside school, if any.
When to Ask for PWN
Ask for PWN if the school refuses an AT evaluation, refuses a tool or trial, or says AT was considered without explaining the data.
Keep the Request Narrow
- Ask for AT in one functional area first, such as written expression or communication.
- Ask for an evaluation or structured trial rather than a specific brand as the only option.
- Ask how training, implementation, and data collection would be handled if AT is added.
What Not to Say
Avoid: Broad accusations about intent or motive.
Try: Tie the concern to the written IEP, evaluation data, service logs, meeting notes, or a specific school decision.
Avoid: A long history of every frustration in the same email.
Try: Lead with the one decision, service gap, or document section you need the team to address now.
Avoid: My child needs this device because another student has it.
Try: Please evaluate whether AT is needed for this child's specific access barrier.
Make the written request easy to answer
Keep the message short enough that the school can respond point by point. Use this structure before adding personal details.
Ask the team to review one access barrier and whether an AT evaluation or trial would help your child complete the school task more independently.
The task that is blocked, such as writing, communication, reading access, organization, or note-taking.
Ask for AT in one functional area first, such as written expression or communication.
Ask for PWN if the school refuses an AT evaluation, refuses a tool or trial, or says AT was considered without explaining the data.
Turn the concern into a usable record
A stronger first message usually sounds specific, documented, and answerable. Use this as the shape, then swap in your child's actual dates and IEP pages.
A parent is trying to document this concern: Your child may benefit from technology tools, but the team has not evaluated or documented the AT decision. Here's how to request review in writing.
Work samples, writing samples, communication examples, or classroom data showing the access barrier.
Ask for AT in one functional area first, such as written expression or communication.
What To Do Right Now
Send a written request for an AT evaluation, specifying the areas of need.
If denied, request a PWN and ask: 'How did the team 'consider' AT without conducting an evaluation?'
Bring examples of AT solutions that could help your child.
If still denied, ask what independent AT evaluation options, criteria, and funding process may apply.
Start With the Written Record
Before you send a letter or file a complaint, start with the written IEP. The audit can flag documented gaps, weak language, and sections that may deserve a written question or closer professional review.
Frequently Asked Questions
What counts as assistive technology?
Can the school say my child has to 'try harder' first?
What if the school provides AT but no training?
Review the document before you escalate
Upload your IEP to identify written sections that may need clarification, correction, or professional review.
Review My IEP