Assistive Technology (AT) in the educational setting refers to tools, devices, software, and strategies that support students with disabilities in accessing the curriculum and participating in learning activities. AT can range from low-tech solutions, such as pencil grips and visual schedules, to high-tech options like speech-to-text software, communication devices, and screen readers. The goal of AT is to remove barriers to learning, promote independence, and provide students with the necessary support to succeed academically and socially in the classroom.

Here are the key steps to begin the process of exploring appropriate Assistive Technology (AT) in the educational system:

1. Identify Student Needs – Gather information about the student's strengths, challenges, and educational goals through observations, teacher input, assessments, and Individualized Education Program (IEP) or 504 Plan documentation.
2. Consider the Learning Environment – Evaluate the classroom setting, instructional methods, and barriers that may impact the student's ability to access the curriculum or demonstrate learning.
3. Collaborate as a Team – Engage a multidisciplinary team, including special education teachers, general education teachers, therapists (OT, PT, SLP), AT specialists, and parents, to discuss possible AT solutions.
4. Trial AT Tools and Strategies – Based on the student’s needs, select and trial different AT options, starting with the least restrictive or simplest tools before exploring more complex solutions.
5. Collect Data and Evaluate Effectiveness – Monitor the student’s progress while using AT, gathering data on how well the tool supports learning and whether adjustments are needed.
6. Make Decisions and Implement AT – If an AT tool proves beneficial, integrate it into the student’s IEP or 504 Plan, provide necessary training to the student and staff, and ensure ongoing support for implementation.
7. Review and Adjust as Needed – Continually assess the effectiveness of the AT, making modifications as the student’s needs, skills, or educational environment change.
8. Always follow your District Procedures

The Region IV Low Incidence Project supports one full-time audiologist to assist the local educational team with identifying students who may qualify for D/HH services.

Audiology Page

Consults and trainings for all staff working with a student(s) for a consistent team effort to teach and increase student's learning behaviors, functional communication, social skills, self-help skills, academic skills and so much more while decreasing behaviors of concern.

School services include, but not limited to:

• Behavior plan development, conduct/consult on functional assessments, observations, data reviews, and analysis of data

• Classroom management strategies

• Consultations for individual student behavior concerns

• Meetings, trainings, and/or modeling evidence-­‐based practices

• Trainings/workshops tailored specifically to meet any audience 

• Academic performance enhancement

• IEP assistance, implementation of instructional programs

To request a student consult for your student please complete the referral form below. 

All referrals must be approved by your Special Education Director, as these services incur associated costs.

Referral form 

Join other Region IV Teachers in our Community of Practice groups of collaborative professionals dedicated to sharing knowledge, strategies, and best practices for behavior support in educational settings.

Who We Are:

Our group includes:

• Educators
• Special education staff
• Other stakeholders who support students with behavioral challenges

Our Focus Areas:

✅ Collaboration & Networking – Connecting professionals to exchange ideas and experiences.
✅ Best Practices in Behavior Support – Sharing effective strategies to enhance student success.
✅ Professional Development – Providing learning opportunities to strengthen skills and knowledge.
✅ Problem-Solving – Working together to address behavioral challenges in schools.

25/26 - Community of Practice Groups

Meeting dates are subject to change, please view the LCSC Event Calendar for updates. 

Lakes Country Academy (LCA), a Setting IV program, was created to serve students with Autism Spectrum Disorders/Emotional Behavior Disorders. LCA exists to serve students with educational and behavioral challenges by providing transformational support and skills (through evidence-based practices) in a highly individualized environment. LCA's vision is to ensure that every student has the opportunity to achieve their fullest potential as individuals in order to contribute to all aspects of their community.

LCA was established in 2017 and currently serves over 25 member districts in Region IV with LCA locations in both Alexandria and Fergus Falls Minnesota. 

Learn more: Access LCA website here

Lakes Country Service Cooperative Special Programs Lending Library

Lakes Country Service Cooperative is pleased to offer a Special Programs Lending Library to our members. This resource is designed to support educators and service providers with tools and materials that enhance student learning and engagement.

To utilize the Lending Library:

• The requestor must be a registered member of our Cooperative.

• The requestor must agree to the Lending Library Policy.

• Items may be checked out for up to two weeks at a time.

• The requestor is responsible for coordinating all transportation of requested items.

• All items must be returned by the end of the school year.

• Summer checkouts will be allowed on a limited basis.

To view available items: Lending Library - Special Programs

To check out items, please complete the following form: Request Form 

If you have any questions, feel free to reach out. We’re excited to support your work through this new resource!

Through a partnership with Lakes Country Service Cooperative, Minnesota State University Moorhead, along with the following Public Schools: Moorhead area, Fargo, and West Fargo; we can offer continuing studies coursework. The courses can be taken for continuing education (CEUs) or graduate credit, which can be applied toward your master’s degree in special education. All courses are worth 3 Graduate Credits unless otherwise noted. 

The courses are designed to meet Minnesota and North Dakota teacher licensure standards. They are offered at a reduced rate and are approved for reimbursement via the Special Education Pipeline Grant.

Course Offerings (subject to change based on registration numbers)

Fall 25/26 Courses (Sept. 22, 2025 to Dec 12, 2025) 

• Collaboration/Communication - Michele Mogen
• Behavior Foundations (Part 1) - Mackenna Bachmeier

Winter 25/26 Courses (Jan. 12, 2026 - Mar. 20,2026) 

• SpEd & Due Process/Law (IEP Development) - Michele Mogen
• Behavior Assessment & Interventions (Part 2) - Mackenna Bachmeier
• Specially Designed Instructions - Amy Zanotti

Register Here for Winter CoursesRegistration closes January 7th, 2026 

Spring/Summer 25/25 Courses (Mar. 23, 2026 -Jun. 1, 2026) 

• SpEd Assessment & Compliance (Evaluation) - Michele Mogen
• Applied Behavior Analysis (Part 3) - Mackenna Bachmeier

Register Here for Spring/Summer Courses

Registration closes March 18th, 2026 

Unlocking the Mysteries of Special Education Due Process

2 Part Series

Applied Behavior Analysis in Education 

3 Part Series -

Part 1 must be taken prior to Part 2 and Part 3,

but you are able to take Part 2 and Part 3 at the same time. 

Stand Alone Courses

• Minnesota Department of Education
• MN Low Incidence Projects
• Minnesota Department of Human Resources
• Minnesota Department of Education: Early Childhood Special Education
• Minnesota Commission of the Deaf
• Minnesota DeafBlind Project  
• State Service for the Blind 
• Minnesota Department of Health Cytomegalovirus and Congenital Cytomegalovirus
• Minnesota Department of Education (MDE) Low Incidence Disabilities Quick Cards
• MNDAPE
• Disability Hub MN

2025-2026 Region IV Application Form

Welcome to the online application for the Region IV Tuition Reimbursement. Applications will be reviewed monthly by the Region IV Tuition Reimbursement Committee on a rolling deadline until funding is no longer available. 

The Region IV tuition support is for teachers who have a special education license and are adding an additional licensure pertinent to the area of special education in which they are teaching or for which they are preparing. Please see the link and requirements below. 

• Applicants must be currently employed by a Region IV area school district as a teacher, or plan on teaching for a school district or public education agency in the Region IV area at the point of coursework completion.
• Applicants must hold a Tier 3 or Tier 4 special education license.
• Applicants must be enrolled in an approved, accredited university program that provides graduate-level coursework in one of the eligible low incidence licensure areas. 
• Applicants must plan to remain employed in the Region IV area in the low incidence disability area in which they received tuition support for 5 years.

Lakes Country Service Cooperative offers a variety of specialized trainings for Special Education Professionals to continue to meet the needs of their students. 

Region IV SPED Pathway Grant

The Region IV LCSC Pathway Grant aims to increase the number of Tier 3 licensed special education teachers by funding the professional development of Tier 1 and Tier 2 educators over a multi-year period. This initiative directly addresses the critical shortage of qualified special education teachers in our region, working towards providing inclusive and effective education for students with diverse learning needs.

To Qualify:

Interested applicants should contact their director of special education and inquire about the Region IV LCSC Pathway Grant (formerly known as the SPED pipeline grant). Priority for the 2025-26 school year will be given to Tier 1 and Tier 2 teachers enrolled in a PELSB Approved special education prep program in Minnesota but others (such as Tier 3 and Tier 4 teachers on Out of Field Permissions and paraprofessionals) who are enrolled in a PELSB Approved special education prep program in Minnesota are also welcomed to apply. In the event LCSC receives more applicants than funds available, a wait list will be created with priority given to Tier 1 and Tier 2 licensed teachers by date applied. Once an application has been accepted, there is no need to reapply each semester/term and acceptance remains active if required guidelines and due dates are followed.

Eligible Districts:

Candidates must be employed in any of the Region IV member districts.

Commitment:

The commitment required by the applicant is to ensure all processes are followed by the stated deadlines. Failure to follow/meet deadlines will result in an applicant’s spot being given away to a waitlist applicant and the applicant will need to reapply for future consideration. Region IV Lakes Country Service Cooperative’s SPED Pathway grant does not require applicants remain employed by their current school district after obtaining their license, but does require applicants to remain a teacher in a Minnesota school district for at least 5 years once a Tier 3 or 4 special education license is obtained.