IEP considerations

The focus in our coursework so far has been about what AT devices are available, what disabilities they would be helpful with and how to plan lessons including all learners.  Now we are investigating the legal side of the quest for education for all.  The IEP represents what all interested parties agree would be best for the learner with disabilities - whether it be a calculator and pencil grip to a side mounted selection device.

Copy of an annotated IEP

In the IEP the special education teacher must consider the following when writing goals:

1) The area of need; the direction of change; and the level of attainment

2)

2) Relate it to the functional task that the child needs to complete.

 3) In some cases the child will need training and instruction on the use of the assistive technology and in other cases, it will be a material that the child is using to achieve a specific goal or objective. An augmentative communication device might 

be used under either of these conditions.

It is important in all IEPs to consider if an AT device would be helpful for a student to reach his learning goals.  The SETT checklist would be a great tool in assessing the need.

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If you have a team approach to the IEP process and you ask for help when determining struggles, needs and goals the student is more likely to benefit from everyone's expertise.

In a previous video it was mentioned by the expert that it is not as important where you put the AT portion of the IEP but that the technology aspect is addressed and put in if it is deemed necessary.