IEP Goals and Appropriate AT Devices

The following goals and objectives were written by the Wisconsin Assistive Technology Initiative. After reading over these goals, I used my knowledge and understanding of assistive technology that I have developed while keeping this blog, in order to determine an appropriate device that would meet each student's needs. You can click on the name of each device to direct you to the website where I found them.

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.

 

 

The Dynavox M3 is a simple communication device that can be limited to the number of messages. It is appropriate for people of all ages and will assist Andy in his ability to use expressive language. 

 

 

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.

The Neo 2 is a portable word processor that will assist Eric in completing his written homework assignments without having to handwrite them. He can easily transport this device to and from school.

KELLY

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.

 

  
This Overlay Maker by Intellikeys allows users to create custom overlays in just minutes for individualized needs and greatly expands the capabilities of the basic keyboard. Overlays can be created to meet Kelly's specific learning needs. These overlays can be used with the Intellikeys alternative keyboard for students with disabilties.  
 

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.

For Steven I chose the Twin Talk. This can be used for him to express his wants and needs easily.
 

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.

 

This incline writing board will allow Johnny to write with less restriction.

 

 

It was interesting to write this post and be able to apply my recent knowledge of assistive technology devices in order to make learning more accessbile for students with disabilities. In the future this information will support me in making good decisions when considering assistive technology for students with specific IEP goals and objectives. 

REFERENCE

WATI.org : Wisconsin Assistive Technology Initiative. (n.d.). Retrieved July 12, 2013, from http://www.wati.org/?pageLoad=content/supports/free/index.php