Now that some types of AT devices have been shared and the important presence and use for AT is required for individuals with IEPs has been highlighted, some case study examples below support this practice as well as my learning and preparation as a Special Educator.
The present levels and goals of identified students were collected and shared by the Wisconsin Assistive Technology Initiative, found at http://www.wati.org/?pageLoad=content/supports/free/index.php
My classmates, professor and I have enjoyed researching these studies and applying appropriate devices to help the learner reach their goals!
Below are some examples, I hope you enjoy...
Steven:
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.
Eric:
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.
Michael:
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.
Mary:
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.
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