A middle school student identified with cerebral palsy receives special education services for motor and speech and is in general education classrooms more than 95% of the time. The use of assistive technology in this context is considered what?

In the context of a middle school student with cerebral palsy receiving special education services, the use of assistive technology is appropriately classified as a related service. Related services are supportive services such as transportation, speech-language pathology, or assistive technology that help a student access and benefit from their educational program. These services are crucial for students with disabilities as they enable them to participate fully in the general education curriculum.

In this specific case, assistive technology aids in overcoming the barriers posed by the student’s motor and speech challenges, thereby facilitating their learning and interaction in a general education setting. This integration allows the student to access the same educational opportunities as their peers, reflecting the individualized support required under special education law.

The other options, although relevant in some contexts, do not accurately capture the essence of how assistive technology functions within the framework of special education services for this student.