MCPS Committee hears that assistive technology is pivotal but teams are stretched thin

The Montgomery County Public Schools Committee on Special Populations on Sept. 29 heard presentations from specialized‑student support staff about the district’s assistive technology programs and the challenges of scaling supports districtwide.

Dr. Margaret Cage, chief, Specialized Student Support Officer, opened the segment and said staff would describe how AT supports medically fragile students and build capacity across schools. Erica Williams, director for Special Education Pre‑K and Related Services, told the committee that "IEP teams are required by law to consider assistive technology and students' ability to communicate at every IEP meeting," and that AT teams provide devices, services, repairs and coaching to students, families and staff.

Alice Wright, the Interact instructional specialist, said the Interact team provides hands‑on support to school staff for students with complex communication needs across all schools. She described the team as interdisciplinary and districtwide, serving both special schools and neighborhood schools. Linda Wilson, leader of the Hiatt team, said that team focuses on high‑incidence tools such as text‑to‑speech and dictation that are used in many classrooms and inform districtwide capacity building.

Principal Sarah Starr of Longview School described classroom and life outcomes she attributed to AT: "Assistive technology acts as a doorknob. It opens the world for students with multiple disabilities," she said, and recounted examples including adapted bikes for a triathlon, eye‑gaze users who asked to read magazines, elementary students using alternative pencils for independent writing, and seniors running horticulture businesses using adapted tools.

Staff presented data showing consult requests rising (presenters reported a 26% year‑over‑year increase in requests) and that the Interact team was already supporting hundreds of students and staff across more than 140 schools. Wright said the district is providing a mix of devices: some students already receive high‑tech systems while others are trialing devices to determine appropriateness.

On cost and procurement, presenters said an iPad with a communication app and accessories is a common solution (roughly $750 per unit in the presentation), while dedicated eye‑gaze systems carry higher average price points and higher maintenance and software subscription costs. Staff stressed that AT selection follows the SETT framework — focusing on the student’s needs first rather than immediately choosing a device.

Committee members pressed staff on staffing and allocation. Board members asked how many people are on Interact; presenters reported about 12 people on the Interact team (including 6.5 speech‑language pathologists, five special educators, 1.6 occupational therapists and a 0.5 physical therapist, plus assistants). Members said that given the growth in students with complex needs, district staffing standards and budget allocations should be revisited during the budget cycle.

Staff described capacity‑building efforts such as live and asynchronous professional learning, regular office hours, and partnerships with the technology and procurement offices to ensure district materials meet Maryland accessibility standards. They also noted maintenance and recurring subscription costs for software have shifted budgets toward annual rather than multi‑year expenses.

The committee asked staff for follow‑up information on priorities for budget season, clearer staffing standards for special schools versus districtwide supports, and how device stewardship and transitions are handled when students graduate. Presenters said they partner with families and insurers to secure devices that students keep after graduation in many cases and provide training for families and community providers so devices continue to be used beyond school.

The committee adjourned after additional agenda items.