ASSISTIVE TECHNOLOGY IN THE
INDIVIDUAL EDUCATION PLAN
OUTLINE

By Kursten Dubbels
Minnesota Disability Law Center
PO Box 155
Fergus Falls, MN 56538-0155
(218) 849 -7704
dubbels@prairietech.net

Every student with a disability who receives services under IDEA must have an Individualized Education Plan (IEP). This document is vital because it contains key information about the student and the special education services he or she needs and will receive. Each IEP is developed annually by a team of people, including school professionals, the student's parent(s), and the student when appropriate.

IDEA '97 places more emphasis on parental participation in the development of the Individual Education Plan.

Successful integration of assistive devices into the student's life can be achieved only if the parent(s) are invested in the process of selection, training, and use.

Successful use of assistive devices can be expected only if both the student's needs and desires are addressed.

Developing the Individual Education Plan document in a process. The process includes determining the following:

        1. Present level of educational performance.

            a. a statement of the child's present levels of educational performance, including:

                i. how the child's disability affects the child's involvement and progress in the general curriculum; or

                ii. for preschool children, as appropriate, how the disability affects the child's participation in appropriate activities.

        2. PLEP areas to be discussed.

            a. Academic.

                i. Spelling.

                ii. Reading.

                iii. Math.

                iv. Written Expression.

            b. Cognitive/Intellectual.

            c. Communication.

                Communication with peers and staff:

                i. Asking questions.

                ii. Answering questions.

                iii. Requesting items and information.

            d. Functional skills.

                i. Organization of time and materials.

                ii. Self-care.

                iii. Transitioning from task to task.

                iv. Toileting.

                v. Eating.

                vi. Following directions.

            e. Health/Physical.

                i. Medication administration.

           f. Motor.

                i. Handwriting.

                ii. Mobility.

                iii. Seating and positioning.

                iv. Activities requiring strength and endurance.

            g. Sensory.

                i. Listening.

                ii. Seeing.

                iii. Touching or feeling.

            h. Social/Emotional/Behavioral.

                i. Self-regulation.

           i. Transition.

                i. Community participation.

• Planning.

• Telephone.

                ii. Home living.

• Budgeting.

• Cleaning.

• Cooking.

            iii. Jobs and job training.

• Following directions.

• Completing a job at the time allotted.

            iv. Post-secondary training and learning.

• Filling out applications.

• Note taking.

            v. Recreation and leisure.

• Specific recreation and leisure activities.

        3. What information should be included in the PLEP? (According to Appendix C, Question 36).

            a. A description of the effect the child's disability has on their performance in any area of education that is affected, including academics (reading, math, communication, etc.) and nonacademic areas (mobility, activities of daily living). (AT may be considered for these effects).

            b. Written in objective measurable terms, to the extent possible. Test scores may be included if they are self-explanatory (ability to be interpreted by all participants without the use of test manuals or other aids) or an explanation is included.

            c. There should be a direct relationship between the PLEP and the other components of the IEP.

                i. Plan ahead. You need to know or have an idea about what is needed so that it is included in the PLEP. This assures that when the team gets to other components of the process, the PLEP already points to goals, objectives, supplemental aids and services, accommodations, and special education and related services.

                ii. Include information about other environments in which the assistive technology will be used. For example, if a student will need to use a computer/word processor to complete written work, there should be a statement about homework. If a student may need an alternative or assistive communication device, there should be a statement about communication in a variety of environments.

        4. How/Where does the PLEP come from?

            a. Assessments.

                i. Standardized assessment.

                   Usually stated as scores or percentiles.

                ii. Environmental assessment.

Identifies materials, equipment and supports currently available to the student. Examines physical arrangement.

                iii. Vocational assessment.

Identifies current skills and aptitudes.

                iv. Assistive technology assessment.

Identifies the necessary devices and services for students to participate in and benefit from education. Can include information about:

• What is it that the student needs to do?

• What has been tried to meet the need?

• Has item tried worked?

• How does the team know that the item worked?

• Does the current team have the knowledge and expertise to meet the student's need?

• Do additional team members need to be added? Who?

• Plan of action to meet student's needs.

                v. Functional assessment.

Identifies typical daily schedule and tasks performed. Helps to identify:

• Activities that occur frequently (daily or several times per week).

• Activities that are motivating and enjoyable for the student.

• Opportunities for independence.

• Activities the student cannot effectively complete utilizing their non-assistive current modes or methods.

                b. Progress on previous goals.

                c. Observational information.

                d. Student input.

                e. Parental input.

            5. Examples:

                a. Jayson uses a portable word processing device to complete written assignments. He produces an average of 25 spelling errors on a 100 word written assignment.

                b. Brain has been working as an office assistant in the school counseling office. He can complete all assigned tasks independently. He has difficulty transitioning from task to task as he cannot remember the tasks he is to complete in the correct sequence without a cue.

        1. Identifying the needs of the student helps the team to prioritize and direct the discussion to the most important needs of a student.

        2. Needs statements should identify the specific skills or behaviors to be learned. They should NOT describe the services to be provided, instructional settings, personnel, or instructional materials or strategies. Service provision, instructional settings, personnel, and instructional materials and strategies are determined after goals and objectives have been developed.

        1. A statement of measurable annual goals, including benchmarks or short-term objectives, related to:

            a. meeting the child's needs that result from the child's disability to enable the child to be involved in and progress in the general curriculum; and

            b. meeting each of the child's other educational needs that result from the child's disability.

        2. Goals and objectives in the student's IEP focus on the skills and behaviors the student needs to learn in order to be involved in and progress in the general curriculum.

        3. Goals and objectives reflect special education, which is defined as specialized instruction to meet the student's needs.

        4. There must be a direct relationship between the goal(s) and objective(s) and the PLEP.

        5. For TRANSITION AGE STUDENTS, instructional goals and objectives are required when a student does not have the necessary skills to attain an identified future outcome.

        1. Components of a goal statement.

            a. Skill or behavior to be changed.

            b. Direction of change.

            c. Expected annual ending level of performance.

        2. Examples of Goal Statements.

            a. Maggie, using an appropriately programmed electronic device, will increase her oral participation in class from a level of no oral interaction to one comment per 2 class discussions by (date).

            b. Maggie will make oral presentations and/or participate in class discussions using an appropriately programmed electronic device from a level of zero oral comments to one comment per 2 class discussion periods by (date).

            c. Tran will use a portable word processing device with a word prediction program and printout to complete written work from a level of not producing written work to completing 50% of assignments independently by (date).

            d. Presley, using a portable word processing device with spell checker and printout, will increase her completion of written assignments with correct spelling of words from a level of 25% spelling errors to 10% spelling errors for all assignments in the fourth grade.

        1. Purpose for IEP objectives.

            a. To describe what a given child is expected to accomplish in a particular area within some specified time period.

            b. To determine progress toward the goal.

            c. According to Appendix C, goals and objectives do not require specific methods, activities, and materials that will be used to accomplish the objective. However, with the addition of assistive technology, the accommodation method should be embedded within the objectives.

        2. Components of objectives.

            a. Identify the learner (WHO).

            b. Identify the target behavior (WHAT).

            c. Conditions under which the behavior is to be displayed (WHERE/HOW).

            d. Identify criteria for acceptable performance (HOW).

            e. Examples.

                i. Using a computer keyboard and word processor, Rachel will type 12 words per minute with no errors for 8 of 10 opportunities by (date).

                ii. Using a word processor program with a spell checker, Jesse will compose a 3 paragraph paper consisting of at least 15 sentences with 80% accuracy in the use of spelling, punctuation, and grammar for 5 assignments in a quarter by (date).

                iii. Using an appropriately programmed electronic communication device, Kai will respond appropriately (on topic, within 5 seconds) to social inquiries from classmates 4 out of 5 opportunities over 5 consecutive days by (date).

        3. Some of the questions to be asked and answered when using assistive technology to develop IEP objectives include:

            a. What is the expected outcome from the application of assistive technology?

            b. Is the assistive technology device or service facilitating inclusion in age appropriate activities and environments?

            c. Is the activity important or necessary for the student to participate in current and future environments?

            d. Is the assistive technology necessary for the student to acquire the targeted skill, and has it been selected based on the student's individual needs?

            e. Is the assistive technology device being substituted for instruction with the teacher and/or student's peers?

        4. Benchmarks -- A new term in IDEA '97 is defined as developmental milestones.

        1. Describe the specific adaptations that will be made available to the student in ALL settings. Supplemental aids and services to be provided to or on behalf of the student to enable the student to advance appropriately toward attaining the annual goals and progress in the general curriculum must be identified.

        2. Supplemental aids and services are aids, services, and other supports that are provided in regular education classes or other education-related settings to enable students with disabilities to be educated with non-disabled children to the maximum extent appropriate.

        3. Address the environments in which the AT will be used outside of the school building.

            a. Does the student need the device to complete homework?

            b. Does the student need to communicate in a variety of environments using different vocabulary?

        4. Considerations.

When designing and implementing any adaptation, consider if the tools and strategies will:

            a. maximize student participation and interaction.

            b. enhance the dignity of the student.

            c. promote interdependence among students.

            d. build on student strengths.

            e. increase self-esteem.

            f. emphasize similarities instead of differences.

            g. transfer easily across school, home, and community settings.

        5. Examples.

            a. Kim uses a Dynavox Augmentative Communication device. She is independent in its use but is unable to add new vocabulary due to the motor skills needed to do so. The Speech Pathologist will visit the class every other week for one hour to make changes to the vocabulary overlays as recommended by Kim and her classroom teacher(s).

            b. Billy Jo uses a picture communication system to organize her day and transition from activity to activity. The Special Education Teacher will visit her classroom daily to assist Billy Jo in putting the activities into the correct order. The Teacher will also identify and obtain appropriate pictures to assure that Billy Jo had the required pictures for her system when needed. Billy Jo's General Education Teacher(s) will meet with the Special Education Teacher and Billy Jo one time a week to identify any pictures that are needed for the next week.

            c. Rikki uses a portable word processing device to complete written assignments. To complete homework, the device needs to be available for her use at home.

        6. Assistive Technology Implementation Plan.

            a. Training.

                i. Identify who (staff, parents, student, other service providers) needs technology training or technical assistance to implement the assistive technology in the environment.

                ii. Identify resources for technology training.

                iii. Develop a plan and time line for training individuals identified.

            b. Peer preparation.

                i. Introduce the device/equipment to peers.

                ii. Explain use of device/equipment.

                iii. Explain how peers can help.

                iv. Establish rules governing the use of the equipment.

            c. Planning for the unexpected.

                i. Identify resources for resolving hardware breakdowns, mishaps, and malfunctions.

                ii. Identify resources for resolving software problems.

                iii. Develop plans for when assistive technology is unavailable due to breakdowns and malfunctions.

            d. Addressing inappropriate use of AT.

                i. Communication aids should not be taken away if student is using it excessively or inappropriately. Problems should be handled according to the school discipline policy or individual discipline plan.

                ii. Mobility devices should not be taken away if the student is using it inappropriately to move around the environment. Problems should be handled according to the school discipline policy or individual discipline plan.

        1. Type of service.

        2. Frequency of service.

        3. Amount of service.

        4. Duration of service.

Removal of the student from the classroom to access assistive technology is not appropriate except in situations where it is beneficial to the student and not because the device or service is located outside of the classroom for staff convenience or administrative convenience.

Removal of the student to access necessary assistive technology sends a negative message to assistive technology users and their peers that assistive technology is not accepted in the environment.

If the answer to any of the following questions is YES, the district is required to provide the assistive technology device and/or service.

    1. Is the provision of an assistive technology device or service essential for the student to receive FAPE?

    2. Is an assistive technology device or service necessary to be educated within the least restrictive environment?

    3. Given the assistive technology device or service, will the person with disabilities have access to school programs and activities?

    4. Are the assistive technology devices or services necessary related services?

ASSISTIVE TECHNOLOGY DEFINITIONS

Assistive Technology Device: any item, piece of equipment or product system, whether acquired commercially off the shelf, modified or customized, that is used to increase, maintain or improve functional capabilities of individuals with disabilities. (IDEA: 20 United States Code, Section 1402(1)).

Assistive Technology Service: any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device.

• evaluation of the technology needs of the individual, including a functional evaluation in the individual's customary environment

• purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices for individuals with disabilities

• selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing or replacing of assistive technology devices

• coordinating and using other therapies, interventions or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs

• assistive technology training and technical assistance with assistive technology for an individual with a disability, or, where appropriate, the family or an individual with disabilities

• training and technical assistance for professionals, employers, or other individuals who provide services to, employ, or otherwise are substantially involved in the major life functions of individuals with disabilities. (IDEA: 20 United States Code, Section 1402(2)).

Considering the assistive technology needs of a student is a collaborative team process. Each team member brings unique skills to the process. The composition of each team will vary depending on the needs of the student, as well as the knowledge and skill level of team members. Listed below are possible team members and the contribution they may make to the discussion and decision-making process.

Student: Provides information about everyday life, barriers to accomplishing tasks in various environments, possible accommodation, skills, interest and history.

Parent: Provides information about student functioning in everyday environments, accommodations and assistive technology used in home and community environments, successful strategies to accommodate needs, skills, interests, and history.

General Education Teacher: Provides information about typical development and performance of students, barriers to accomplishing tasks, barriers to implementation of assistive technology and strategies to accommodate implementation. Develops an understanding of the student's abilities and plans opportunities to utilize assistive technology within the curriculum. Identifies and implements curriculum modifications and ongoing monitoring of assistive technology use.

Special Education Teacher: Provides information about specific academic, social, and behavioral needs, program development and implementation of goals and objectives across environments that may include assistive technology support.

Assistive Technology Specialist: Provides information about tools, training strategies, equipment, modifications, and resources for assistive technology. Helps to coordinate the assistive technology assessment including summarizing assessment results and recommendations.

Buildings and Grounds Personnel: Provides information about how environments can be adapted or modified to meet the needs of an individual student. May construct adaptive equipment and devices.

Medical Professionals: Provides medical, background, prognosis, and restriction information. Recommends medical devices and services.

Occupational Therapist: Provides information regarding fine motor skills of student, strategies to access assistive technology, and potential concerns and barriers to specific assistive technology devices.

Paraprofessional: Provides relevant information based on daily observation of the child's functioning in and out of the classroom, monitors use of assistive technology and barriers to increased use. Implements program and assistive technology recommendations under the direction of licensed personnel.

Physical Therapist: Provides information about appropriate positioning of student to facilitate student's comfort, proper development, safety, increased mobility, and increased access to and use of assistive technology.

Psychologist: Provides information regarding the student's cognitive level of functioning, intellectual ability, learning style, and possible modifications to the classroom, curriculum, and strategies to accommodate assistive technology.

Social Worker: Provides information and counseling about community resources and funding for assistive technology.

Special Education Supervisor/Administrator: Provides necessary personnel to implement assistive technology, procures training in assistive technology devices/services, assists in locating appropriate consultants, and assists in arranging for and authorizing funding for assistive technology.

Speech Language Pathologist: Provides information about current and potential receptive/expressive communication skills, typical communication development, intervention techniques, alternative and augmentative communication skills, techniques to maximize student communication, and techniques for integrating the alternative or augmentative communication system into activities throughout the student's day.

Teacher of Students with Hearing Impairments: Provides information about student's hearing acuity, amplification equipment, other available assistive technology for students with hearing impairments, suggestions about classroom modification, strategies to improve student's skills, adaptations as they relate to the student's auditory needs and learning modalities, technology devices and services.

Teacher of Students with Visual Impairments: Provides information about the student's functional vision, prognosis, and recommendations regarding modifications, adaptations, strategies and assistive technology as it relates to the student's visual needs and learning modalities.

Adapted from: Lewis, R.B. (1993) Special Education Technology: Classroom Applications. Pacific Grove, CA: Brooks/Cole.

In developing each student's IEP, the IEP Team must consider whether the child requires assistive technology devices and services. When determined appropriately, AT will be a tool/instructional strategy that will assist the student achieve his/her potential. In assessing for AT, there are some general considerations that apply to all students and some basic areas to include in the assessment process.

• address each student on a case-by-case basis within the context of assessing other educational needs.

• involve a dynamic, ongoing process of information gathering and decision-making.

• make it a part of lifelong planning.

• conduct the assessment with a multidisciplinary team in natural settings -- home, school, community.

• obtain information to complete the present level of performance area, the adaptations/modifications section, and/or the special education and related services section.

• identify ways to achieve goals and overcome barriers.

• plan for meaningful follow through by all team members.

• match device features to student capabilities, interests, and needs.

• provide training for students, family members, and service providers on identified tools and strategies.

Assistive Technologies Assessment Areas: Assistive technology may impact many areas of an individual's life. The specific areas considered for any individual will be influenced by their specific needs.

Positioning: Positioning systems may allow the child greater access to educational activities. Examples may include side-lying frames, walkers, crawling assists, floor sitters, chair inserts, wheelchairs, straps, trays, standing aids, bean bag chairs, sand bags, etc.

Aid For Daily Living: The areas of eating, dressing and toileting are areas in which assistive devices may be necessary for some children. Devices which may be helpful include adapted utensils, specially designed toilet seats, and aids for toothbrushing, washing, dressing and grooming. Robotics and electric feeders are additional devices which can increase independence.

Augmentative And Alternative Communication (AAC): These are devices which assist students in communication. They can include items as simple as symbol systems, communication boards and wallets or be as complex as electronic communication devices, speech synthesizers, and communication enhancement software.

Environmental Controls: These are items which enable independent use of equipment in the classroom by the student. For example, remote control switches and special adaptations of on/off switches to make equipment accessible to the student.

Assistive Listening: Hearing aids, personal FM units, sound field FM systems, TDDs, closed caption TV, and mildgain hardware systems are all examples of items which can assist students in hearing.

Visual Aids: Some general methods for assisting with vision needs include increasing contrast, enlarging images, and making use of tactile and auditory materials. There are also devices that assist with vision such as: optical or electronic magnifiers or telescopes, closed circuit television read/write systems, cassette tape recordings, large print books, brailled materials, computer screen reading adaptation such as enlargement, synthesized voice and refreshable Braille, scanners, optical character readers, reading machines, electronic note-taking devices, Braille writers, copy machines which can increase the size or contrast images, halogen or other lighting modifications, and vision simulation devices such as light boxes.

Mobility: For an individual with physical disabilities, assistance with mobility may be necessary. Items which may be utilized include: self-propelled walkers, manual or powered wheelchairs, and powered recreational vehicles like bikes and scooters. For those with vision impairments, mobility aids may also be necessary, for example: long white canes, electronic image sensors which provide information through vibration and telescopic aids for reading signs or spotting other landmarks.

Physical Education, Leisure, and Play: Assistive technology can enhance a student's social interactions. Adapted recreational activities may include drawing software, computer games, computer simulations, painting with a head stick, interactive laser disks, and adapted puzzles. Beeping balls or goal posts, wheelchair adapted for participation in sports, game rules in Braille or on audio cassette, balance or positioning aids, swimming pool lifts and adapted sports and fitness/exercise equipment are also examples of assistive devices.

Computer Access: This is the means by which the child will access a computer. Computer access may be accomplished through input devices such as switches, expanded keyboards, mouse, trackball, touch window, speech recognition, head pointers, keyguards, key latches, keyboard emulators (e.g. adaptive firmware card), and electronic communication devices. Output is another element of computer access. Examples of these include text enlargement, synthesized speech or Braille. Computer access can be coordinated with powered mobility, communication or listening devices, and environmental control systems.

Computer-Based Instruction: This is a means by which a student may be able to interact more independently with the curriculum. Software can be selected which parallels the regular curriculum, but allows for alternative ways of responding to exercises and learning activities. Software can also provide the tools for written expression, spelling, calculation, reading, basic reasoning and higher level thinking skills. A computer is also a way to access a wide variety of databases.

These are only examples of devices which may be considered as assistive technology devices. The list is by no means exhaustive. The majority of examples provided are items which one may find necessary in a school environment. There may be additional areas of concern when a student is transitioning from the school setting.

Lahm and Morrissette (1994) outlined seven areas of instruction where AT could assist students with mild disabilities. These areas include organization, note taking, writing assistance, productivity, access to reference materials, cognitive assistance, and materials modification. A number of approaches area available to assist students with mild disabilities in these areas of instruction.

Organization: Low-tech solutions include teaching students to organize their thoughts or work using flow charting, task analysis, webbing or networking ideas, and outlining. These strategies can be accomplished using graphic organizers to visually assist students in developing and structuring ideas. A high-tech solution might be the outline function of word processing software, which lets students set out major ideas of topics and then add subcategories of information.

Note Taking: A simple approach is for the teacher to provide copies of structured outlines for students to use in filling in information. A high-tech approach might include optical character recognition, which is software that can transform typewritten material into computer-readable text using a scanner.

A teacher's typewritten notes can be duplicated using either NCR paper (carbonless copies) or a copy machine. A slightly more high-tech method is to use micro cassette recorders. Or, notes can be read by a voice synthesizer, allowing students with reading difficulty to review the notes much the same as previewing a tape recording. Recorders are beneficial for students with auditory receptive strength, but they may be less useful for those needing visual input. Videotaping class sessions may be helpful for visual learners who pick up on images or body language, or for students who are unable to attend class for extended periods of time.

Laptop or notebook computers can provide high-tech note taking for many students with disabilities. An inexpensive alternative to a full-function portable computer is the portable keyboard. The limitations of these keyboards are in formatting information and a screen display limited to four lines of text.

Writing Assistance: Word processing may be the most important application of assertive technology for students with mild disabilities. Many of these students have been identified as needing assistance in the language arts, specifically in writing. Computers and word processing software enable students to put ideas on paper without the barriers imposed by paper and pencil. Writing barriers for students with mild disabilities include mechanics: spelling, grammar and punctuation errors; process: generating ideas, organizing, drafting, editing, and revising; and motivation: clarity and neatness of final copy, reading ability, and interest in writing.

Grammar/spell checkers, dictionaries, and thesaurus programs assist in the mechanics of writing. Macros, a feature that allows keystrokes to be recorded in a file that can be used over and over, also assist in mechanics. Macros can be used for spelling difficult text, for repetitive strings of words, or of formatting paragraphs and pages. Macros also save time for students who have difficulty with either the cognitive or motor (key boarding) requirements of writing. Word prediction is assistive software that functions similarly to macros. If a student has difficulty with word recall or spelling and cannot easily use the dictionary or thesaurus feature, then word prediction software offers several choices of words that can be selected.

Teachers can use the editing capabilities of the word processor during the writing process, making electronic suggestions on the student's disk. If the computer is on a network, students can read each other's work and make comments for revision. Painter (1994) indicated that peer feedback was an effective way to assist students in generating and revising text. Computer editing also reduces or eliminates problems such as multiple erasures, torn papers, poor handwriting, and the need to constantly rewrite the text that needs only minor modifications. The final copy is neat and legible.

Motivation is often increased through the desktop-publishing and multimedia capabilities of newer computers. A variety of fonts and styles are available, allowing students to customize their writing and highlighting important features. Graphic images, drawings, and even video and audio can be added to the project to provide interest or highlight ideas. Multimedia often gives the student the means and the motivation to generate new and more complex ideas.

Productivity: Assistive productivity tools can be hardware-based, software-based, or both. Calculators, for example, can be the credit-card type or software-based, which can be popped up and used during word processing. Spreadsheets, databases, and graphics software also offer productivity tools, enabling students to work on math or other subjects that may require calculating, categorizing, grouping, and predicting events. Productivity tools also can be found in small, portable devices called personal digital assistants (PDAs). Newer PDAs can be used as note taking devices via a small keyboard or graphics-based pen input. Some PDAs can translate words printed with the pen input device to computer-readable text, which can then be edited with the word processor and transmitted to a full function computer.

Access to Reference Materials: Many students with mild disabilities have difficulty gathering and synthesizing information for their academic work. In this arena, telecommunications and multimedia are providing new learning tools for the students.

A computer and a modem can transport students beyond their physical environment to access electronic information. This is particularly appropriate for individuals who are easily distracted when going to new and busy environments such as the library. Telecommunications networks offer access to the information superhighway. Students can establish "CompuPals" with other students, which often motivates them to generate more text and thus gain more experience in writing. Students can also access electronic encyclopedias, library references, and online publications. However, these experiences should be structured, because the information highway is complex and it is easy to get distracted or lost as opportunities are explored.

Multimedia-based tools are another way in which information can be made accessible to students. Multimedia's use of text, speech, graphics, pictures, audio, and video in reference-based software is especially effective in meeting the heterogeneous learning needs of students with mild disabilities.

Cognitive Assistance: A vast array of application program software is available for instructing students through tutorials, drill and practice, problem-solving, and simulations. Many of the assistive technologies described previously can be combined with instructional programs to develop and improve cognitive and problem-solving skills.

Multimedia CD-ROM-based application programs offer another tool for assisted reading. Similar to talking word processors, CD-based books include high-interest stories that use the power of multimedia to motivate students to read. These books read each page of the story, highlighting the words as they read. Additional clicks of the mouse result in pronunciation of syllables and a definition of the word. When the student clicks on a picture, a label appears. A verbal pronunciation of the label is offered when the student clicks the mouse again. These books are available in both English and Spanish, so students can read in their native language while being exposed to a second language.

Materials Modification: Special educators are familiar with the need to create instructional materials or customize materials to meet the varied needs of students with disabilities. Today there are powerful multimedia authoring and presentation tools that educators can use to develop and modify computer-based instructional materials for students with mild disabilities, providing a learning tool that these students can access and use to balance their weak areas of learning with their strong areas.

Authoring software allows teachers and students to develop instructional software that can incorporate video, pictures, animation, and text into hypermedia-based instruction. Multimedia authoring software is very easy to learn and use. In fact, authoring software packages are even available for young children. For example, if the objective is to teach map reading, an image of a local map can be scanned in and specific locations can be made into buttons that the students can click on, causing a short video clip playing of the familiar location. A set of questions might be asked using both text and synthesized speech to have students give directions on how to get the locations shown on the video. Students could then write directions (or draw their own map). Digitized pictures of landmarks could also be incorporated into the directions. These directions, along with the images, could then be printed for use in completing the assignment. Without the ability to author and incorporate multimedia easily into instructional software, such computer-based training would be impossible because of the need to incorporate the shared learning concepts inherent in local environments into the assisted-learning process. Such instruction can make learning more efficient and certainly more real for students for whom abstract learning and generalization may be difficult.

SELECTION OF SOLUTIONS/STRATEGIES
AN EXAMPLE OF CRITERIA TO CONSIDER WHEN
SELECTING SOLUTIONS

Purpose: This model provides examples of criteria to consider when seeking possible solutions for a student. It includes non-technology areas as well as important criteria and considerations when selecting technology solutions.

        1. Modification or change of non-technology areas

            a. learning environment

            b. materials

            c. instructional techniques

            d. curriculum

            e. incentives

        2. Selection of technology solution

            a. low to high technology alternatives

            b. low to high cost alternatives

        1. Device

            a. appropriate technological design to meet student's needs/abilities

            b. availability within reasonable time span

            c. portability

            d. durability

            e. reliability

            f. expendability

            g. flexibility

            h. no restrictions of student's functioning in other areas

            i. software support available

            j. academic relevance

            k. external evaluations on device available

            l. compatibility with hardware and software in environment

            m. appropriate and comprehensive documentation

            n. ease of repair

            o. ease of operation

            p. compatibility with other adaptive devices student currently uses.

        2. Manufacturer/Vendor

            a. reasonable price for the device

            b. good training and technical support by vendor

            c. loaner/rental available from vendor

                1) for initial trial period

                2) when personal device is being repaired

            d. adequate warranty.

        3. Student

            a. easy to use minimal operational demands

            b. technology capabilities matches student's needs/abilities

            c. student/parents are satisfied with device

            d. prepares student for future needs

            e. provides multiple uses for student

            f. allows for independent use

            g. cost effectiveness of training

            h. compatible with technology available at home/community.

        1. Development of mockup/prototype

        2. Comparative trials of potential devices

        3. Securing a short-term loan

        4. Use in learning environment

        5. Evaluation of its use in learning environment

        6. Evaluation of its use in learning environments

        7. Evaluation of student satisfaction

        8. Selection of the device, a modification of it, or a decision to start over.

        1. Funding sources

        2. Long-term loan options

        3. Administrative issues.

        1. Periodic assessment of use in learning environment

        2. Change in student's skills or needs

        3. Continued use, modification of its use, or selection of a new solution

        4. New technology advances.

1. The IEP should be developed by a team of individuals who can provide information to the team about the student and environment. The team should include the family and the student for whom assistive technology is being considered, whenever possible.

2. Assistive technology is not the goal itself, but a tool to assist an individual to access programs and services and achieve functional goals and outcomes.

    Example: Rebecca will recite the pledge of allegiance during opening exercises each day by activating a preprogrammed single message voice output device on 4/5 opportunities for three consecutive weeks by (date).

    Example: Using a word processing program with a spell checker and word prediction capabilities, Kellan will compose a 3 paragraph paper of 15 sentences with 80% accuracy in the use of spelling, punctuation, and grammar over 5 consecutive trials by (date).

3. The IEP should focus on the functional tasks of the curriculum and the daily routines that the student is required to perform, not on a particular piece of assistive technology.

    Example: Using an appropriately programmed voice output device, Kris will make oral book reports in class, including the main idea(s)/event(s) of the story, characters, and an evaluation, 1 time a week for 4 consecutive weeks by (date).

    Example: Given guided notes (either written or electronic), Duke will fill in the appropriate information using either adapted writing utensils or a portable word processing system for 80% of opportunities each day for 3 consecutive weeks by (date).

4. Emphasis should be on the needs and features required by the student function in the environment, not on specific names of equipment.

    Example: Due to Cassandra's limited visual acuity affecting her ability to gather information visually, she will have access to a CCTV (closed circuit television) to enlarge and view printed materials.

    Example: Due to Mario's difficulty with motor control affecting the legibility and speed of completion of his written work, difficulty spelling, and increased frustration when attempting such tasks, a portable word processor with spell checker, and word prediction program will be used for written work.

5. Services needed to implement the use of assistive technology must also be included in the plan.

    Example: Trini uses a Dynavox Augmentative Communication device. She is independent in its use but is unable to add new vocabulary due to the motor skills required to do so. The speech pathologist will visit the class every week for one hour to make changes in the vocabulary overlays with input from Trini and her teacher(s).

    Example: Dayson is independent with his wheelchair. The occupational therapist will visit the school once a month to determine any needed environmental modifications that are needed to allow Dayson to access school/environment and programs.

6. The plan should support integration into natural environments (home, school, community, job).

    Example: At his work study placement at the business office of the local hospital, Raphael will complete duties assigned each day using picture cues to organize his work and transition from activity to activity without reminders from coworkers. He will use his electric wheelchair to independently deliver written messages from the business office to the nurses stations and/or pharmacy.

Measurable Annual Goals:

    * Using a word processing program with spell checker and adaptive keyboard, Ebonne will complete written assignments in English, Science, Social Studies, Family Life Science, and Math from a level of 68% to a minimum of 80% accuracy in spelling, punctuation and grammar, for all written assignments.

    * Sam will actively participate in activities of daily living, in a variety of environments, using a variety of modes including adapted utensils, single switches and control units to access electronic appliances from a level of passive participation to active participation on 50% of opportunities.

    * Using an adapted tape recorder or portable note-taking device, Marissa will take notes in class  from a level of not taking notes to taking notes 90% of time when the teacher is lecturing and other students are taking notes.

    * Using an adapted keyboard, Michael will enter five words per minute with at least 90% accuracy over 10 consecutive trials by (date).

    * After reading a story in class, Juan, using a voice output communication device or picture communication board, will ask at least two questions about each story using who, what, when, and where questions for 9 of 10 stories by (date).

    * Using a picture sequence chart for her daily routine, Gospa will transition from activity to activity without additional reminders for 90% of transitions throughout her day for 8 of 10 consecutive days by (date).

    * Student will use a computer and printer to complete written assignments.

    * Student will use a tape recorder for note-taking.

    * Student will use an adapted pencil for writing activities.

    * Student will use a name stamp to identify his/her work.

    * Student will use a voice output communication device to communicate.

    * Student will use a loop tape, tape recorder, and low pressure single switch to gain others' attention.

    * Student will use picture sequence charts for daily activities.

    * Student will use computer and text reader to read written material.

    * Student will use low pressure single switch and control unit to access technology.

    * Student will use picture schedule for daily routine.

    * Daily, Marion will receive instruction in the effective use of a voice output communication device during social interaction in the general education classroom.

    * During the initial 6 weeks of the implementation of this plan, the team will assess the student's skills using a word predication program and adapted keyboard for written language.

    * The following personnel will attend training in the use and implementation of the system provided by the augmentative communication device manufacturer: general education teacher(s), special educator, paraprofessional, assistive technology specialist or technology coordinator, and parent(s).

    * The technology team will meet in the school one time a month to address any questions or concerns teachers have about incorporating assistive technology into specific activities or events or use of assistive technology to provide access to activities and events.

    * The following personnel will attend training by the assistive technology coordinator in the use and operation of the voice recognition software that will used. English teacher, Science teacher, Art teacher, Special Education teacher, paraprofessional.

    * Tape recorder with instructions and earphone adapter.

    * Talking calculator with earphone adapter.

    * Portable word processor.

    * Personal FM system.

    * Adapted pencil.

    * CCTV (Closed Circuit Television).

    * Electronic Braille note-taking device.

    * Slant board for writing surface.

Adapted from: Assistive Technology and IDEA _97. Presentation at CTG, 1998 Janet Sloand Armstrong and Kristen Swengel.

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