Introduction
PEER received allegations that the State Department of Education’s Special Education Division had purchased large amounts of assistive technology equipment to enhance learning of disabled students, but that the equipment had remained in boxes and that the department did not make the equipment available to teachers or parents. Pursuant to the authority granted by MISS. CODE ANN. Section 5-3-57 et seq., the PEER Committee reviewed the procurement of the assistive technology equipment and related items.
Overview
Both state and federal laws assign the State Department of Education’s Special Education Division the responsibility of assessing, determining, and providing services to enhance the educational needs of disabled students. Part of this responsibility embraces acquiring and demonstrating assistive technology devices designed to enhance the functional capabilities of children with disabilities.
Beginning in 1996, the State Department of Education (SDE) purchased assistive technology equipment and computer software as authorized by federal and state law to make such equipment available to parents and teachers who provide services to disabled students. Using sixty-seven percent state general funds, the Special Education Division acquired $195,764 worth of assistive technology equipment and computer software between June and September 1996. This effort was premature because SDE procured the equipment and software without performing a documented analysis and assessment of disabled students’ needs and without first establishing an assistive technology facility where it could be housed and made readily available to parents and teachers.
Since SDE received the equipment and software, it has been either in storage or housed in a facility that is not convenient to teachers, parents, or the state’s main campus for disabled students. During the thirteen months between June 1997 (when SDE opened its assistive technology facility), and July 1998, the number of visitors has been minimal. The facility had only fifty-seven visitors during the nine days it was opened, and students are not benefiting from the availability of the equipment. Although SDE officials have voiced their intentions to establish a convenient facility on the grounds of the Mississippi Schools for the Blind and Deaf, they have implemented no plans to accomplish this task. Because most of the equipment and software has either not been opened or used little during the twenty-two months since purchase, it is questionable whether SDE sufficiently defined the need to acquire it.
During a July 1998 unannounced inspection, PEER found many of the items in their original packaging, unopened and uninventoried. For this reason, SDE was not in compliance with state laws, the State Auditor’s guidelines, or its own property policies governing inventory control. Warranties on some assistive equipment items have expired, leaving no recourse if SDE discovers defective items. This lapse in opening and inspecting the equipment has subjected SDE to unnecessary loss if the equipment does not function properly and has accomplished little in terms of providing assistance and service to disabled students.
Recommendations
1. In view of the Department of Education’s failure to account properly for the assistive technology equipment, the State Department of Audit should conduct a comprehensive property compliance audit of the State Department of Education. This audit should determine whether SDE is properly accounting for both state and federal resources.
2. The Legislature should consider amending MISS. CODE ANN. §29-9-1 to provide penalties for agencies’ noncompliance with inventory procedures.
3. The State Superintendent of Education should insure that all divisions of the Department of Education adhere to state law, State Auditor’s guidelines, and departmental policies and procedures concerning inventory records.
4. Before making any more purchases for the establishment of an assistive technology center, SDE’s Special Education Division should develop a written strategic plan justifying the need of the center and design an implementation plan that addresses the organizing, developing, staffing, and budgeting of the center. Furthermore, the plan should address the purpose, mission, goals, and targeted individuals.
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