IEP's (Part 5)

The fifth and final IEP I bring to you is:

*Andy

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. 

(Sign Language Alphabet: one of the forms of communication Andy will use to meet his goal)

Andy will use various forms of communication to meet his goal including sign language, as pictured above. These forms will enable Andy to expressive himself and communicate effectively at home and at school. In having a variety of options to express himself as well as numerous opportunities, Andy can  meet his goal of increasing his expressive communication 4 out of 5 opportunities. 

Resources:

Reed, P., & Lahm, E. (2004, January 1). Chapter 9-Documenting Assistive Technology into the IEP. Assessing Student's Needs for Using Assistive Technology. Retrieved October 30, 2013, from http://dpi.wi.gov/files/sped/pdf/at-wati-asnat.pdf

IEP's (Part 4)

Our fourth IEP I bring to you is:

*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.

Since Mary's communication is limited by the confusion of her sounds to other people which in turn make Mary frustrated, she can use a single message voice output device that enables Mary to simply communicate in one sound. Thus, allowing her to get her message across to others so they understand Mary's request. This device can allow Mary to effectively communicate her wants and needs in three or more environment/situations as her goal outlines.

Resources:

Reed, P., & Lahm, E. (2004, January 1). Chapter 9-Documenting Assistive Technology into the IEP. Assessing Student's Needs for Using Assistive Technology. Retrieved October 30, 2013, from http://dpi.wi.gov/files/sped/pdf/at-wati-asnat.pdf

IEP's (Part 3)

Ok readers!!!!! Here is the third IEP I bring to you.

*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.

(picture board used to help students with verbal difficulties communicate appropriately)

Since Steven's goal is to express his needs and wants 4 out of 5 times in both the home and school setting everyday, the communication board (as shown above) can help him greatly with this task. When Steven feels like he needs to communicate to an adult, he will simply find the picture card that best fits his particular want or need at that time and velcro it to the board to let the adult know that that's his request at that time. Steven knowing that he can communicate by physically moving the picture card to the spot can greatly improve his ability to communicate his needs/wants 4 out of 5 times. 

Resources:
Reed, P., & Lahm, E. (2004, January 1). Chapter 9-Documenting Assistive Technology into the IEP. Assessing Student's Needs for Using Assistive Technology. Retrieved October 30, 2013, from http://dpi.wi.gov/files/sped/pdf/at-wati-asnat.pdf

IEP's (Part 2)

As mentioned in the blog prior to this one, I will continue to introduce students IEP goals along with an appropriate AT device that would be used to help the student successfully achieve the goal. 

The second IEP is:

*Becky

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

A single mounted switch would be the best device for Becky since she can't respond due to her severe spastic quadriplegia which leaves her crippled in her hands and ability to speak. A single switch can be placed anywhere near the body but for Becky, she has been exposed to several different types of switches all around her body. The single switch button by her head allows her to respond accurately. Given the fact that her goal is to access the computer 9 out of 10 times, this type of device placed by her head allows her to be the most successful and achieve this goal. 

Resources:

Reed, P., & Lahm, E. (2004, January 1). Chapter 9-Documenting Assistive Technology into the IEP. Assessing Student's Needs for Using Assistive Technology. Retrieved October 30, 2013, from http://dpi.wi.gov/files/sped/pdf/at-wati-asnat.pdf

IEP's

Over the next few blogs, I will introduce a set of five IEP's along with their present levels and annual goals. For those that may not know what an IEP is, it's an acronym for a students Individualized Education Program. As these documents are essential to making sure a student with disabilities receives the proper services needed, a section that outlines the appropriate AT device is also included in a student's IEP. 

For each IEP, I will include the actual present level and annual goal for the student, as well as a picture of an appropriate device that would help the student meet the goal that he/she would use to be successful with achieving the specific goal. 

First IEP is:

*ERIC      

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.

Since Eric's hand strength is limited and he becomes very weak when he completes any type of writing task, a portable word processor shown above is an example of an appropriate AT device that would be beneficial and used to help Eric achieve success. He can complete his assignments with 100% accuracy (as asked to do in his goal) since the keyboard would be used as an alternate to the normal pencil and paper method of writing an assignment; a task that Eric does not have the physical strength to complete. The word processor allows Eric to quickly and accurately type all of his assignments to the best of his ability. 

Resources:

IEP Considerations and AT

As a continuation from my last two modules, I will continue talking about AT as it is an essential component for students with disabilities. As UDL learning principles and computer access are very important, the role an AT device plays in the writing process is just as important. 

While an IEP is an important document within a child's educational program, there are many important categories that define and make up a well planned, thought out IEP. In one particular category, the IEP team together must decide whether the student displays a need for AT to achieve the ultimate goal of learning for the student. 

(An IPad in use to show how a student with verbal difficulties communicates with others)

IPad Use

As a continuation to my previous post, I will continue to talk about the use of IPads. We all know how they can change everyones life. They can do many functions that no other device is capable of doing. But to us, we may view them differently from another person depending on our situation and our needs for them. For instance, would a teacher view an IPad the same way a child would? How about a parent? It's interesting to step back a little and to see how other people view them to get a different perspective. 

As a teacher myself, I love my personal iPad. As mentioned before, I can do sooo much stuff with it. It's a very handy tool to have around. Since I am a per diem substitute and hop around to different school districts, I don't have a home base but I do get to see them at use with the districts that utilize them. Those that do love them. The students, especially with disabilities, are engaged and active in their learning. They are a great motivator. With time, I hope that those districts that don't have the funds will be able to invest in at least a few so that those students who will not ever have access to them at home can at least use them and get exposure to the latest technology. 

I found a video that I really liked. In it, the teacher explains how she ultimately likes the IPad because it allows her students to explore and figure out their own learning. In the same video, students respond to how they feel about the IPad. They explain how the love the IPad because its fun and a neat utensil, and that it makes learning fun. Many students will not learn to their fullest not because they can't but because they are not motivated to do it. An IPad can assist in this way alone. 

This next video is from a parent's persepective. She has two young children who absolutely love the IPad which is no surprise to her. Hear how she views the life changing device. 

References:

http://www.youtube.com/watch?v=U5fTo6jIZNc
http://www.youtube.com/watch?v=Ed3o-W3l5Pw

Youtube Video

After viewing the last 12 blogs of different types of AT devices that can help aide in the communication, I continue talking about Assistive Technology and communication. As I was instructed to watch a video as part of our component to our Module, I was thinking to myself how boring this was going to be. Especially since it was an hour long. As I listened to the video, I found that I could relate, especially since I own an IPad. To hear and see all the neat things and apps you can download is mind boggling. When I bought this device a little over a year ago, I never could have imagined it changing my life and helping me out sooo much. The more I have it, the more I learn new things that I can do with it. Aside from what I can do with it, rather the video goes into discussing the ways in which students in our very own classrooms can use it to communicate, engage, and interact with their peers, teacher, and environment. 

The speaker mentioned two things to me that really stood out in that whole hour video. First, the fact that some students have a really hard time engaging in activities, especially if they are shy or have a form of Autism. To know that such a device as an IPad (a medium sized device that can be held with two hands and not very heavy) can engage sooo many learners especially those that I have mentioned is really eye opening. 

Second, the speaker talked about a family that had a daughter with a learning disability, mainly in communication. She had a few devices that she used with her throughout her school day to assist her in learning. However, she was very embarrassed to use them in class because she felt that it brought a lot of attention to her and singled her out. Most of the attention was negative. In coming in to contact with the IPad, she didn't feel embarrassed. She became known as the "cool"girl. Since having and IPad is the new thing in todays schools, she fit in with her peers and she didn't stand out anymore. In a way, IPads can really change peoples, in this particular case, students' lives for the better.

Check out the link below to the Video-I know you will be as awestruck as I was with the IPad capabilities!!!!!

http://www.youtube.com/watch?v=FGU1ELjS7bQ

Electronic Touch Tablet

The final (woo hoo) and last device I bring to you is the Electronic Touch Tablet.

Electronic Touch Tablet's are mini computers that are touch screen and have many different uses. They can be used for any age, and for all different abilities in the classroom, including those with and without disabilities as well as special needs. Students with visual impairments could benefit from them as well as speech impairments. What's neat about these devices is that most tools taken from them are downloaded from apps (applications) so the possibilities on these devices are truly endless. 

A popular brand that is commonly found in schools is the IPad by Apple, Inc. Apple products are high quality but due to that they tend to be more expensive. I personally own an IPad and I absolutely love it. I can do sooo much with it as it has many functions for myself. I can browse the internet, listen to music, complete school work and upload it to my professors, use it as a calculator, calendar, timer, stopwatch, shop and purchase items, and the list goes on. Even though it can be costly, to me it is well worth it. 

http://www.youtube.com/watch?v=24R1QJAXL4s

Type to Learn Software

The 11th device is the Type to Learn Software.

This software can be used for a variety of students with and without disabilities, just like Books on CD.  Students that have hearing and speech impairments would especially benefit from such a device. The keyboard itself is meant to prepare our students for the typing that they will have to do all throughout their schooling since our society has become so advanced technologically. 

A popular brand in our schools is Type to Learn by Sunburst. The same school district that uses the Touchmath (as mentioned in one of my previous blogs) also uses this software. Seeing the students use it, they are actively engaged and can move to different levels and play games once they reach a certain level of proficiency. This all adds to the excitement!!!!!!!! 

(Picture on a computer screen of the Type to Learn Software in use)

http://www.youtube.com/watch?v=XeGs1V7XZ9w

Voice Output Communication Device

I promise, a few more devices and then we'll be done talking about the different types. The tenth device I bring to you is the Voice Output Communication Device.

This device would best be used for nonverbal students, students with multiple disabilities, or any speech  disabilities. It is designed to allow the students to communicate and have effective conversations with others, to alert others, and to participate in daily classroom activities. 

There are many popular brands used. One in particular is the BIGMAc by Ablenet. No, it is not the amazing sandwich from McDonald's. 

http://www.youtube.com/watch?v=lHZBpvBTb10

Assisted Literacy Software

The ninth device is Assisted Literacy Software.

This kind of software is meant to help students develop literacy skills. Students who need help with phonemic awareness, decoding, comprehension, and overall reading fluency would greatly benefit from this device. 

A popular brand that is found in the schools is Computer Assisted Literacy Solution (CALS)! This program was created to help keep students motivated and to prevent them from getting frustrated easily. 

http://www.youtube.com/watch?v=AGjB7zcog7k

Portable Word Processor

The eighth device I bring to you is the Portable Word Processor.

This device would be great for students who have limited fine motor skills, difficulty writing or ADHD. The "portable" part makes it easy to be transferred to school and at home for use. It also allows the student to feel some sort of independence and lets them have a chance to take some control of their learning. Given the fact that I have ADHD, I would have loved to have a device that I could take home with me to do my work. It would have greatly helped me, especially with keeping me engaged in the activity. However, I was a very forgetful child (still am) so mot likely I would have either lost it or left it at home. More than likely, for me I probably would have left the device at school everyday. 

A common brand found in schools is the NEO Word Processor. 

http://www.youtube.com/watch?v=_W1G0kM-_ng

Adapted Keyboard

The seventh device is the Adapted Keyboard.

These types of keyboards are greatly used for students with limited fine motor skills, visual impairments, or cognitive disabilities. In adapting these keyboards, it helps give them access to larger print braille covers, and covers for individual keys. 

A popular brand found in the schools is the IntelliKeys.

(Example of an adaptive keyboard~the IntelliKey)

http://www.youtube.com/watch?v=FRVLirkVhXY

Multi-sensory Educational Software

Our sixth device is Multi-sensory Educational Software.

Multi-sensory software is used in the classroom to allow students to use more than one of their senses. In doing this, students are actively engaged and as a result, have a better chance obtaining more information from the lesson. 

Some common brands found in the schools are Touchmath and Powerdot Multiplication. 

In subbing for various school districts, one of the urban school districts I'm continuously at uses this approach to teaching math. Although it may seem like it could get kind of hectic, with repetition of the principles, students are able to use it as a quick approach to addition, subtraction, and multiplication. These processes can take a long time the older way, but Touchmath invented this way as a new method to engage all students. 

http://www.youtube.com/watch?v=baaFE3j660U

Books on CD

The fifth device is Books on CD.

Books can also be found on tapes but due to our technological advances over the past decade, they are harder to obtain and aren't commonly found anymore as a result. They are also a cheap, inexpensive device that teachers can use in their classrooms to accommodate ALL learners, not just those with reading difficulties. 

There is not a specific common brand that a teacher would buy since many websites sell these kinds of books in abundance. Some websites that teachers could purchase them from would be Amazon.com, Audible.com, as well as any other site that the teacher is familiar or knowledgeable with. Other good resources to get them from would be the Scholastic book magazines that are available in each school. This way not only does the teacher have access to purchasing them, but students as well can take them home to show their parents and its an educational activity they can do at home as well. 

*In my opinion, Books on CD are a top pick mainly because they are inexpensive and can benefit ALL learners in any classroom-the UDL way!!!!!!!!*

http://www.youtube.com/watch?v=ZngZfH3TJB0