IEP Considerations and AT

My blogs this week will spotlight AT (Assistive Technology) and how and why they should be included in an IEP (Individualized Education Plan). AT can increase student’s growth in a particular area when implemented into the IEP. It is important to remember that before AT is added to any IEP  that the IEP team answers a few questions about the student. Some questions that will be asked about the student could be:

1.  What are the student’s needs?

2. What are the student's strengths?

3. Will the student need to be trained on the AT device? In addition, will the teachers and the family need to be trained on the device?What are the student’s strengths?

4.Who will train the student on the device?

5. Will the device be used at home as well as the classroom?

Asking the above questions along with other obvious questions is going to be the determining factor if AT should be added into the IEP and also what type of AT (low or high).

Below are examples of five students and their IEPs. The IEP’s were written by the Wisconsin Assistive Technology Initiative. Each example will show their present levels, annual goals, and an example of what device can  used to facilitate learning. Please note the difference among each  example. When going through each example it would be a good idea to think of the device in which you think the student would be best suited for.

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.

  

 

Example 2: Becky

Present Level of Academic Achievement and Functional Performance: Becky is learning to read and is anxious to complete writing assignments with her peers. She is not able to produce handwritten material due to severe spastic quadriplegia. Becky is interested in using the computer and has been introduced to it. The staff has helped Becky experiment with several switches in a variety of locations. She seems to be most accurate using a switch mounted next to her head.

Annual Goal: Becky will use a single switch mounted on a switch-mounting arm positioned to the right side of her head and scanning software to access the computer 9 out of 10 times for a variety of educational assignments.

Example 3: Mary

Present Level of Academic Achievement and Functional Performance: Mary currently communicates with sounds that are not always understood by those around her. She often becomes upset when she is not understood. She likes people and likes to be around both adults and children. She is beginning to play simple games.

Annual Goal: Mary will communicate her interests and needs in three or more environments/situations using a single message voice output device.

Short Term Objective (STO) 1: Using a single message voice output device, Mary will communicate when she wants to change activities during play time on three out of five opportunities on three consecutive days.

STO 2: Mary will use the single message device to interact with others during games, such as Peek-a-Boo on three out of five opportunities on three consecutive days.

STO 3: Mary will initiate communication by “calling” someone using a preprogrammed message on a single message voice output device on three out of three opportunities on three consecutive days.

STO 4: Mary will “lead” singing during circle time by activating a preprogrammed single message voice output device on three out of three opportunities when it is her turn.

Example 4: Brandon

Present Level of Academic Achievement and Functional Performance: Brandon communicates by using unintelligible vocalizations. He will physically obtain desired items independently and indicates refusal by pushing objects/people away. Brandon currently understands cause/effect relationships and will activate a switch with voice output to obtain a desired activity. It is questionable whether he understands the specific meaning of the utterance he has produced or if he simply knows that pressing the switch earns him an activity.

Annual Goal: Brandon will select activities and interact with peers/adults within those activities four out of five times when provided with voice output devices.

STO 1: Given a choice of two activities, Brandon will use a single message voice output device to choose a desired activity three out of five times on three consecutive days.

STO 2: Brandon will participate within play activities where an adult is using aided language stimulation on a phrase-based communication board five times per day.

STO 3: Brandon will use single message voice output devices to interact at appropriate times with peers/adults on 8 of 10 communicative attempts in play activities on three consecutive days.

STO 4: Brandon will use a four message voice output device to interact at appropriate times with peers/adults on 8 of 10 communicative attempts in a play activity on three consecutive days.

Example 5: 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.

I enjoyed looking at each of the examples above. Each example was different from the one prior. I learned so much from researching each one to see which AT device could be used to better facilitate learning. 

While researching this topic, I can across and amazing site- Assisted Technology for Education, LLC. This site was very useful for Assisted Technology, particular to the topic we are focused on this week. When you have time take a look, the site can be found HERE.

References:

1. Wisconsin Assistive Technology Initiative- website:  http://www.wati.org

2. Assisted Technology for Education, LLC- website: http://assistivetechnologyforeducation.com/why-assistive-technology-is-important/