Matching Assistive Technology to Student Goals - 5 Examples

On my continued journey to understanding the use of Assistive Technology I will take you through several examples of applying the use of Assistive Technology to meet specific needs. The examples of IEP goals were taken from The Wisconsin Assistive Technology Initiative.
     1) 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.   

2) 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. 

3) 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.
STO 1: 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.


4) Annual Goal: Kelly will use an adapted keyboard with custom overlays and a computer with talking word processing to complete all academic work.
STO 1: Using an adapted keyboard with a custom spelling template, Kelly will complete a 10 word weekly spelling test taken from second grade curriculum and his current reading materials, with 80% accuracy once a week.

5) 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.