IEP and Assistive Technology

My last post talked about IEP assistive technology considerations. Today, I will show you how IEP's and Assistive Technology link together. Below are five IEP examples written by the Wisconsin Assistive Technology Initiative. 

Kelly:

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.

Assistive technology used: An adapted keyboard with custom overlays and a computer with talking word processing to complete all academic work.

 

Barb:

Barb is a 15-year old girl. She uses a modified wheelchair with a specialized insert. She is medically fragile and has no speech, because her vocal cords were damaged as an infant. She does have mood swings that are triggered by various situations that result in self abusing behaviors. She enjoys music and being talked to. She has difficulty in large rooms. She cannot tolerate loud sounds. She has limited experience in integrated settings. 

Assistive Technology Used: Barb will use a voice output device to respond in class.

Sarah:

Sarah can use eye gaze fairly successfully to indicate her wants and needs when items are appropriately displayed so that her communication partner can tell what she is gazing at. She currently makes a grunting sound to greet others, to get attention, and to represent both yes and no. She has recently been using a four message output device and is having some success at making choices. Sarah travels independently about the school in her power chair. 

Assistive technology used: A voice output device connected to her wheel chair will allow her to communicate her preferences and needs. She will start off with a single message voice output device and gradually work up to a voice output device with more options. 

Becky: 

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.

Assistive Technology Used: Becky will use a single switch device connected to her wheel chair at her head level. She will also use a scanning software with her computer.

Steven:

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.

Assistive Technology Used: Steven will use a picture board to make choices at school and home.

References

Unknown. (2013). Assessing Students’ Needs for Assistive Technology. [online] Retrieved from: http://dpi.wi.gov/files/sped/pdf/at-wati-asnat.pdf [Accessed: 1 Nov 2013].