IEP Considerations, AT Devices, and Sample IEPs

According to the Individuals with Disabilities Education Act (IDEA) if a student has a learning disability, assistive technology (AT) must be considered for that student. Assistive technology can range from low tech, to mid tech, to high-tech. A low-tech AT device could be something simple like a pencil grip or an index card to track while reading, and a high-tech AT device could be something like a laptop or a computer.

When assessing the need for AT, the IEP team should think about the following questions:

*What are specific needs and challenges?

*In what academic areas does he/she struggle?
*What are strengths?
*What is his/her interest, skill & experience in using technology.
*In what settings and situations will he/she use the AT tool? School? Home? Social and recreational gatherings?

AT assessment is an ongoing process, and it is a team effort; the IEP team works together to find the best device for the student, and the device can change over time, to adjust to the student's strengths, needs, and interests. AT is another way to help students experience success in school and become more independent in their daily lives.

Below are five excerpts from IEPs that were written by the Wisconsion Assistive Technology Initiative. Along with each example, you will find the present level of academic achievement and functional performance, the student's annual goal, and a device that the student could use to help reach his/her goal.

Example 1:

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:

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:

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.

 

Example 4:

Present Level of Academic Achievement and Functional Performance: Kelly is in the third grade classroom for most of his day. He has a full time paraprofessional who assists him. He is unable to use a standard keyboard because of his physical limitations. Additionally, his speech is frequently unintelligible. He currently uses single message and multiple message voice output devices, eye gaze, and limited direct selection to complete his academic work. Kelly is functioning at about the second grade level in most curricular areas.

Annual Goal: Kelly will use an adapted keyboard with custom overlays and a computer with talking word processing to complete all academic work.

 

Example 5:

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.