We need the appropriate AT device for each and every student. We have spent much time reviewing what devices are available. We have seen what their functions are and what they can be used for. As part of the SETT checklist - we can determine what the student needs are and how they can best be addressed with assistive technology. It is vital that the IEP team meets to help determine need and equipment that best fits those needs.
Andy
Example 6:
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.
Communication Board
Sarah
Present Level of Academic Achievement and Functional Performance: Sarah can use eye gaze fairly successfully to indicate her wants and needs when items are appropriately displayed so that her communication partner can tell what she is gazing at. She currently makes a grunting sound to greet others, to get attention, and to represent both yes and no. She has recently been using a four-message output device and is having some success at making choices. Sarah travels independently about the school in her power chair.
Annual Goal: Sarah will interact with others in the school environment in four out of five opportunities to indicate her preferences and needs using voice output devices and eye gaze strategies.
STO 1: When provided with a single message voice output device on her wheel chair, Sarah will use it to greet peers in the hallways, lunchroom and classroom 100% of the time.
STO 2: Using an eye gaze frame mounted on her wheelchair, Sarah will indicate her preference between four choices 80% of the time on five random trials.
STO 3: When asked “yes/no” questions, Sarah will indicate “yes” with a smile and eye contact with communication partner, and “no” by looking down at her wheelchair tray for at least three seconds 90% of the time on 10 random trials.
STO 4: When provided with a preprogrammed four message voice output device, Sarah will participate in story time by using repetitive phrases, requests to “hear more”, “turn the pages” etc., appropriately 80% of the time during five random trials.
Voice output device
Mary
Example 4:
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.
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.
single message voice output device
Becky
Example 3:
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.
single switch mounted on arm
Eric
Example 2:
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.
word processor
Johnny
Example 1:
Present Level of Academic Achievement and Functional Performance: Johnny uses his right hand to write and to physically position his left arm and hand. He has difficulty managing papers as he writes. He collects and utilizes a lap tray, incline board, non-slip mat and modified clipboard but often waits for staff to set up modifications.
Annual Goal: Johnny will initiate the set-up of his writing station 80% of the time given a chart of needed materials for each task.
checklist/chart
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