Pit Stop at IEP Examples with AT Devices

In the previous post, I learned about IEP considerations when using assisted technology. In the next few posts I will give examples of how to incorporate assisted technology devices, so that students’ can reach their annual goals that are set in the IEP.

Here is the first example:

Present Level of Academic Achievement and Functional Performance: Brandon communicates by using unintelligible vocalization. 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.

This voice output device shown about would serve as an assisted technology device for Brandon. Using this device would allow him to select pictures and input his want and needs into the device, so that he can communicate with peers instead of using just vocalizations.  

References:

WATI. (n.d.). Assessing Students’ Needs for Assistive Technology . Retrieved March 10, 2014, from http://www.wati.org/content/supports/free/pdf/ASNAT5thEditionJun09.pdf