IEP Considerations and Assistive Technology

    All of my blog posts have been about Assistive Technology and different types of AT. Now I want to explore a little more about AT and how it is used and implemented into IEPs. 
    An IEP (Individual Education Plan) is like a roadmap for students with disabilities to help their teachers know a little bit more about the student and their accommodations and modifications to the learning plan. In the IEP, there is a section where the AT that is needed for a child is listed. By law, if an AT device is listed in the student's IEP it is mandatory that the student receives and uses the AT. You must use general descriptions of the AT device when putting it in the IEP. You should not provide a brand name of an AT device because then you will be locked in to that device only and there could be a better and cheaper way to implement the AT for the student. Any accommodations that the student needs should be listed in the IEP with detail describing the assistive technology used. 

Here is a list of some AT used for students with disabilities:

For Learning Disabilities—focus mainly on adapting processing and output. Computer Access Approaches are:

1. Simple layout, appearance and operation; Obvious intuitive operation; Built-in cueing; Allowance for error recovery; Alternate forms for presentation of information; Simple direct selection; Written procedures for common tasks; Spell Check/Grammar Check; Touch Window may be more intuitive than other mouse alternatives.
2. Voice Output presents information auditorily for reading disabilities, dyslexia; Highlights word or sentence; Talking dictionary option; Scanning/OCR option such as WYNN.
3. Word Prediction software for spelling difficulties; Option for reading difficulties; Some basic spelling required.
4. Voice Recognition may be faster, more intuitive input method for writing difficulties; Discrete speech software may assist more with learning; Can be combined with reader applications for auditory feedback of word list; Continuous speech software also an option.
5. Picture Based Writing Programs: Pictures and/or icons with labels; Some programs link to common word processing software; Often coupled with voice output or communication software.

AT & Sensory Disabilities—focus mainly on adapting output. Computer Access Approaches are: 

1. Screen Magnifiers: Low vision access; 
2. Large High Contrast Key Labels for low vision; 

Screen Reader: Low Vision/Blind Access computer navigation tool; Reader program option with screen enlarger or comprehensive screen reader; Operates a speech synthesizer which voices the contents of a computer screen; 

Notetakers and Refreshable Braille Displays: Alternative to screen reader; Requires good peripheral sensation. 

Braille Embosser: Needs Braille translation software; Paper Type/Grade

1. Scanner/OCR: Low Vision/Blind; Scan printed materials and convert into clearly spoken synthesized speech; 
3. Reader-digital talking book reader, allows user to search and navigate digital talking books,. 

1. Low Vision: Accessibility Features Available On Computer: Toggle Keys allows user to hear tones when pressing cap lock, num & scroll lock; Windows can also provide high contrast colors and fonts for easier reading.

1. Hearing impaired/deaf: System Beep Modification; Change system beep to Visual beep that generates a visual warning when system makes a sound (Sound Sentry). 

*This document was taken from one that was used in my AT class. 

I think it is important to understand and know about how to implement AT in an IEP. As a future special education teacher, I will be one of the people on the IEP team and have to write the IEP. It is great that I am learning the rules and ways of how to write an IEP. Assistive Technology is sometimes the only way a student is successful in his or her learning. It helps them reach their goals.