Individualized Education Program (IEP)

IEP- Is an acronym that many teachers have heard, seen, or experienced.  An IEP, or individualized education program, describes the legal binding plan that is in place when a child is in need of additional services that go beyond the general education system.  Some children have an IEP for IQ levels, occupational therapy needs, or even speech needs. An IEP must also include a section on AT for the student if it is used.  It explains when and how the assistive technology is used and what is necessary for the student in order to use the technology.  This information is usually presented in the supplemental aid or services page in the beginning of the IEP, or the related services or goals.  Some examples of this, along with a descriptive picture of this is presented below:

Example 1:
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.

                            This is a portable word processor that Eric would use in his classes.

Example 2:

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. 

This is an example of some sign language motions.  The other assistive technology tools that would be available for Andy have been shown in the past examples.

Example 3:

Present Level of Academic Achievement and Functional Performance: Jeff likes to interact with his family. He enjoys eating and being involved in meal time and other functional activities in the home. He has not been able to participate in cooking or cleaning except to look toward the item that is needed next, or make a sound when his mother purposely “forgets” something.

Annual Goal: Jeff will use a single switch to activate adapted utensils and appliances to assist family members in targeted functional household tasks during three out of four opportunities.

STO 1: Jeff will activate the blender and mixer with a single switch at appropriate times to participate in preparing meals in three out of four opportunities on three consecutive trials.

STO 2: Jeff will activate the vacuum cleaner using a single switch at appropriate times when cued by his mother to participate in vacuuming in three out of four opportunities on three consecutive trials.

                               These are different examples of single switch operators which Jeff can use.

Example 4:

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.

STO 1: During meal times at school and at home, Steven will use a picture board to point to at least three of six foods he wants to eat, two of three meals each day.

STO 2: Using a voice output device, Steven will make a choice of a “center” he wishes to participate in during choice/work time three or four days per week.

STO 3: During group story time, Steven will use a single message voice output device to complete a repeated story line with peers 90% of the time as observed on 10 random trials.

                                                                                       

 Both of the below assistive technology devices will be used in order for Steven to meet his short term objectives as well as his annual goal.

                Picture Board                                                                         Voice Output Device

Example 5:

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.

   

               lap tray                                                                                                incline board

All of these examples show many different forms of assistive technology and how they can accommodate skills for many special needs students.  As a teacher, I have only seen some of these items used in a classroom.  I look forward to seeing the others implemented in my future classroom.  It is so rewarding to see the progress a child can make academically and socially using assistive technology. 

**IEPs were written by the Wisconsin Assistive Technology Initiative and CITE.**