Appropriate IEP AT Devices- Portable Word Processor

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.

          Using a portable word processor will significantly help Eric meet his annual goal of completing 100% of his assignments in English and Civics classes. It reduces that barrier  of completing a handwriting task due to a lack of poor hand strength. 

Appropriate IEP AT Devices- Eye-Gaze

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.

     The use of the eye-gaze device will significantly help with providing Michael opportunities to participate in class. It will reduce the amount of time it takes Michael to answer questions as he can quickly access the answer. This device will help Michael meet his annual goal. 

Appropriate IEP AT Devices- Communication Boards

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. 

           With the assistance of a communication board, like the one shown above, Andy will be able to successfully complete his annual goal of increasing expressive language in four out of five opportunities in the classroom. The use of the communication board is simple to use and can be an efficient use of communication. 

Appropriate IEP AT Devices- Voice Output Device

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.

     With the use of a voice output device, Steven will be able to successfully meet his anual goal of using it four times a day. The device will be able to be programmed by educators and/or parents to provide choice boards that will allow Steven to effectively communicate. Choice boards can be made for academic and social needs. These will be effective in both the school and home environment.

Appropriate IEP AT Devices- Communication Switch

Present Level of Academic Achievement and Functional Performance: Joey is a 20 month old with developmental delays. He is beginning to respond to visual and auditory action toys and laughs or makes sounds when a toy is activated. He will sometimes reach out to attempt to make the toy move again. Joey’s parents are happy to see him responding to toys and beginning to make sounds, but would like to see him making more attempts at communicating his wants and participating in turn taking games with the family.

Annual Goal: Joey will use a switch or voice output device to actively participate in play experiences to communicate interests to his parents or other caregivers in four out of five opportunities.

          The communication switch will help Joey communicate as it can be programmed with specific language on the wants or needs of a student. It can be used for academic needs or social needs, like asking to play a game. This will help Joey meet his annual goal of using it in four out of five opportunities. 

         I work with a student in a life skills classroom that uses a switch to communicate wants and needs. The switch is a single voice that voices a command or want for the student who has not developed speech yet. It provides a voice for the student and allows them to communicate with individuals. 

IEP Considerations

     Throughout all my blogs, I have provided information on AT devices and possible devices that may benefit students with disabilities. These devices are used to assist students in the classroom and home life to make them as successful as possible. The following blog will discuss considerations to take into account when deciding on AT devices in a student IEP.

     There are many considerations IEP team members need to take into account when deciding whether AT devices are necessary. The single most important component that needs to be addressed is looking at the individual student. What are the needs of the student. It is extremely important to see what the characteristics are of the student before considering what type of AT will be used. Once the needs of the student are addressed, exploring different types of devices need to be done and narrowed down. The devices need to have an impact on the students academic, functional, social, or behavioral aspect of their lives.

     There are six components that the IEP team needs to take into consideration:

1. Assistive technology devices and services are considered for all students with disabilities regardless of type or severity of disability.
2. The IEP team has the knowledge and skills to make informed assistive technology decisions.
3. The IEP team uses a collaborative decision making process based on data about the student environment and tasks to determine assistive technology needs.
4. A continuum of assistive technology devices and services is explored. 
5. Decisions regarding the need for assistive technology devices and services are made based on access to the curriculum and the studnet's IEP goals and objectives.
6. Decisions regarding the need for assistive technology devices and services and supporting data are documented.

Resources

Zabala, J. (2000, August). Quality Indicators for Consideration of Assistive Technology Needs. In QIAT Consortium. Retrieved October 13, 2014

Hidden Intelligence

     
     I found this video on Carly, an eleven year old girl who was diagnosed with severe autism and mild retardation when she was only two years old, very interesting. Some of the extreme behaviors exhibited by Carly while she was growing up included disrobing, fecal smearing, and jumping up and down banging objects.
     Carly's parents felt like they were "kicked in the gut" when they were told that Carly was severely autistic. They provided early intervention with one-on-one support which was critical in her development. They had no expectation for her to have a fluent form of communication. However, when they realized that the use of electronic devices could help Carly express her feelings, they were stunned. All this time they have spoken in front of her like she wasn't even there when in reality, she could understand everything. They never gave up on her and the use of an iPad changed their lives forever. 
    When Carly was eleven, she wrote the words "hurt" and "help" on her iPad which opened the eyes of everyone around her. She wrote "I am autistic, but that is not who I am. Take time to know me, before you judge me." I found this to be a very powerful statement by Carly. She just wants to be like every other child. She has a sense of humor and wants to go to school. However, she describes it as having to fight her body when it feels like it is on fire. The communication tools of the iPad and computer have changed her world as she can now communicate her thoughts and feelings. She even has her own internet blog and a twitter account. 

Autism Research
Autism
Autism 2