In my previous blogs, I discussed different types of AT and how to assess whether or not a student needs AT. If a student need does require AT, the multidiscipinary team must consider several important compenent when writing the student's IEP. This following blog will discuss what a multidiscipinary team needs to consider:
1. What type of environment will the student us the AT?
2. Does the student need assistance using the AT?
3. What type of training does the student, assistance and teachers require?
4. What parts of the day will the student have acces to the AT? (certian class, all day, etc.?)
5. Who is responsible for the AT?
6. Who is responsible for teaching the student to use the AT?
7. Will the device go home with the child?
In addition, when the multidiscipinary team is writing the IEP, the team should consider where and how to include the AT in the document. There is a designated area in the IEP to dicuss whether or not the child requires AT. However, AT can also be included in the student's goals and SDIs.
The following is an example of students' present levels and IEP goals with AT:
Important note: All of the information below is written and provided by Wisconsin Assitive Technology Initiative (click here to go visit their site.)
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.
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.
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.
Present Level of Academic Achievement and Functional Performance: Michael is in the second grade classroom for most of the school day. He is interested in the material being presented by the teacher and wants to participate. He has a full time paraprofessional who assists him. He has difficulty being an active participant in academics because he uses a voice output AAC device and frequently does not have the “right” answer. The teacher is concerned at the amount of time it currently takes while Michael struggles to answer questions. The teacher is interested in finding ways for Michael to more actively participate.
Annual Goal: Michael will use eye gaze and prerecorded messages to respond to appropriately phrased questions in four subject area classes, mathematics, reading, science and social studies in three out of five opportunities.
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.
