Assistive Technology in Writing

In my previous blog, I discussed the uses of the iPad for people with communication disorders. The focus of this blog is to discuss IEP considerations and the assistive technology process. I will also discuss five IEP goals and a device that would prove beneficial for the student to use. 

To determine if AT is necessary for a students’ IEP, the IEP team needs to ask, “Does the student need AT to meaningfully participate and progress in the general curriculum?” The team may answer this question in three different ways.

1. AT is not needed. The student is making adequate progress with the available instruction and interventions. Indicate "no."
2. AT is needed. Indicate "yes" and describe in the IEP how, when, and where the new or current devices and services will be provided.
3. AT is needed, but the IEP team is unsure of what devices and services are most appropriate. Indicate "yes," and the team will decide the areas on which AT will be tried and then gather data to determine the best solution.

If the decision to use AT has been made, there are many other important components the IEP team must consider. 
-What environment will the student use AT?
-Does the student need assistance in  using AT?
-Who is responsible for the AT?
-What type of training is necessary for the student, teachers, and parent?

All of these components must be included in the student’s IEP. The IEP has a section where all the above information should be listed. The IEP team needs to incorporate the specific AT in the designated area as well as in the child’s goals and SDIs to guarantee the child’s needs are being meet in all situations.

Below is a list of five present levels and annual goals from IEPs written by the Wisconsin Assistive Technology Initiative with a picture of an appropriate device based on each individual goal.

Word Processing Device (click for info)

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: 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.

Annual Goal: 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.

Click here for more information

 

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.

Single Message Output(click for info)

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: 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.

Click here for more info

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.

Communication Board (click for info)

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. 

Much information has been gained by reviewing the considerations in the IEP process and matching AT devices with IEP goals. I can't wait to learn more on AT and Writing. Until Next Time! 


WATI.org: Wisconsin Assitive Technology Intiative. Retrieved July 12, 2013 from http://www.wati.org http://www.wati.org/?pageLoad=content/supports/free/index.php