When a kindergartner's IEP specifies the use of assistive technology, what is the teacher's primary responsibility?

When a kindergartner's Individualized Education Program (IEP) specifies the use of assistive technology, the teacher's primary responsibility is to ensure that the child has access to the device as needed. This is essential because access is a fundamental component that enables the student to utilize the technology effectively, thereby enhancing their learning experience and supporting their individual needs.

Ensuring access means that the teacher must facilitate the child's use of the technology during lessons and activities, making sure the device is available whenever it is necessary for the child's participation and learning engagement. It's important for the teacher to be proactive in having the device ready and properly set up for use, as this directly impacts the child's ability to benefit from the assistive technology outlined in the IEP.

While other responsibilities, such as instructing the child on how to use the device or monitoring for technical issues, are important, they are secondary to ensuring that the child can use the assistive technology whenever it is required in the educational setting. Providing access allows the child to receive the support intended by the IEP and helps to meet their educational goals.