The Individuals with Disabilities Education Act (IDEA Amendments of 1997) charts a clear change of direction for special education teachers in two areas: (a) access to general education curriculum standards and (b) the consideration of assistive technology (AT) when planning the individualized education program (IEP) of all students with disabilities. Whereas the special education program once looked exclusively at the needs of the individual child, it now must look at these needs as they relate to involvement and progress in the general curriculum. Assistive technology has an increasingly important role to play in helping special education students achieve these general education outcomes (Behrmann & Jerome, 2002; Fisher & Frey, 2001; O?Neil, 2000; Rose & Meyer, 2000).