Now that we've discussed how to make the best choices of devices for specific students, I've included some real life example of IEP performance levels and goals, and I've given examples of an AT device that may be best for that student. Check it out...
IEP # 1
Student: Mary
Present Levels of
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 Goals:
Mary will communicate her interests and needs in three or more
environments/situations using a single message voice output device.
AT Device:
Single message voice
output device
IEP # 2
Student: Stephen
Present Levels of
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 Goals:
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.
AT Device:
Picture Board
IEP # 3
Student: Eric
Present Levels of
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 Goals:
Eric will use a computer or portable word processor to complete 100% of his
assignments in 10th grade English and Civics classes.
AT Device:
Portable word
processor
IEP # 4
Student:
Becky
Present Levels of
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 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 Goals:
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.
AT Device:
Single switch with
mount
IEP #5
Student: Andy
Present Levels of Performance:
Andy uses a variety of sounds, gestures, signs, and picture/symbols to communicate
with his family. He is 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 Goals:
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.
At Device:
Communication Board
What do you think of the devices
chosen for these IEPs? Do you think these devices are suitable to
the child’s needs?
~ Michelle
Wisconsin Assistive Technology Initiative (2013). Wisconsin
Assistive Technology Initiative.
Retrieved from: http://www.wati.org/
I used to teach middle school math almost two years ago. I had some special needs students in my class and just some low level learners. I was new to teaching math and I feel I was good at teaching it, after taking this class I realize how much better I could have been.
