As I have gone through my journey of assistive technology studies, I have
learned that the IEP document guides specially designed instruction for students.
IEP’s must contain an AT consideration in order to provide students with an optimal
learning experience. If AT is designated for use, it is included within the IEP.
In this area of the IEP, AT goals, functions and tasks are shared about the
student in context of using AT. This information can usually be found in the supplemental
aid or services area of the IEP. After studying several examples of IEP’s provided
by the Wisconsin Assistive Technology Initiative, I have deduced appropriate
technology for several students and provided visuals for each scenario.
In each scenario a student and their current behaviors are described
in terms of technology use (either effective or ineffective).
IEP Example 1: Eric
Present Level of
Academic Achievement and Functional Performance: Eric participates in regular education programs for his academic
subjects. His hand strength is limited and he fatigues quickly when doing any
handwriting task. Civics and English homework are a particular problem because
of lengthy assignments and reports that need to be completed.
Annual
Goal: Eric
will use a computer or portable word processor to complete 100% of his
assignments in 10th grade English and Civics classes.
IEP Example 2: Andy
Present Level of
Academic Achievement and Functional Performance: Andy uses a variety of sounds,
gestures, signs, and picture/symbols to communicate with his family. He is very
social and enjoys parallel play. Andy does not communicate vocally in the
classroom, but does use some gestures. At school Andy will sign, but only with
prompts.
Annual Goal: Andy will increase expressive
language production by using a variety of communication methods in the
classroom, including sign language, gestures, communication boards, pictures,
and simple voice output devices during four out of five opportunities.
Upon researching the American Sign Language, I found that their website boasted software that they endorse and have found to be beneficial for heard of hearing individuals. The ASL (American Sign Language) software recommendations can be found at the following website.
Example 3: Jeff
Present Level of Academic
Achievement and Functional Performance: Jeff likes to interact with his family. He enjoys eating
and being involved in mealtime and other functional activities in the home. He
has not been able to participate in cooking or cleaning except to look toward
the item that is needed next, or make a sound when his mother purposely “forgets”
something.
Annual Goal: Jeff will use a single switch to
activate adapted utensils and appliances to assist family members in targeted
functional household tasks during three out of four opportunities.
STO 1: Jeff will activate the blender
and mixer with a single switch at appropriate times to participate in preparing
meals in three out of four opportunities on three consecutive trials.
STO 2: Jeff will activate the vacuum
cleaner using a single switch at appropriate times when cued by his mother to
participate in vacuuming in three out of four opportunities on three
consecutive trials.
IEP
Example 4: Steven
Present
Level of Academic Achievement and Functional Performance: Steven is a four-year-old boy diagnosed with pervasive
developmental disorder. His placement is in an Early Childhood classroom. He is
able to understand and comprehend when spoken to, but does not communicate his
needs consistently. When choices are simplified and broken into steps, Steven
will try to communicate wants and needs. Peer interactions are limited.
Annual
goal: Steven will use a picture board or voice output device to express
wants and needs to adults and peers in both home and school at least four times
each day.
STO
1: During meal times at school and at home, Steven will
use a picture board to point to at least three of six foods he wants to eat,
two of three meals each day.
STO
2: Using a voice output device, Steven will make a choice
of a “center” he wishes to participate in during choice/work time three or four
days per week.
STO
3:
During group story time, Steven will use a single message voice output device
to complete a repeated story line with peers 90% of the time as observed on 10
random trials.
Both of the below assistive technology
devices will be used in order for Steven to meet his short term objectives as
well as his annual goal.
Example 5: Johnny
Present
Level of Academic Achievement and Functional Performance: Johnny uses his right hand to write and to physically position
his left arm and hand. He has difficulty-managing papers as he writes. He
collects and utilizes a lap tray; incline board, non-slip mat and modified
clipboard but often waits for staff to set up modifications.
Annual
Goal: Johnny will initiate the set-up of his
writing station 80% of the time given a chart of needed materials for each
task.
Wisconsin
Assistive Technology Initiative and CITE provided IEP data.
