Examples

In this blog post I will be providing five example IEPs that have the present level of academic achievement and function performance, the student's annual goals, and a AT device that would meet the student's goal.
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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.

• A portable word processor will help Eric complete assignments that are lengthy. This device will help him since he has limited hand strength. Having this device will allow Eric to complete assignments to his fullest potential.

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2. Present Level of Academic Achievement and Functional Performance:
Kelly is in the third grade classroom for most of his day. He has a full time paraprofessional who assists him. He is unable to use a standard keyboard because of his physical limitations. Additionally, his speech is frequently unintelligible. He currently uses single message and multiple message voice output devices, eye gaze, and limited direct selection to complete his academic work. Kelly is functioning at about the second grade level in most curricular areas.
Annual Goal:
Kelly will use an adapted keyboard with custom overlays and a computer with talking word processing to complete all academic work.

• An adapted keyboard will allow Kelly to communicate and use the computer. The adapted keyboard and overlays are great because they well let Kelly be able to type and search on the computer. This device will help Kelly complete academic work that was previously difficult due to his physical limitations.

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3. 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.

• Having a voice output device will relieve Mary from frustration when communicating. This device will allow Mary to communicate with others about her wants and needs in various different environments.

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4. 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. 

• Since Andy is nonverbal, a communication board is vital to communicate with others. Having a communication board will allow Andy to communicate to his teachers and peers.

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5. 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.

•  A picture board will allow Steven to express wants and needs to adults and peers. All Steven has to do is point to a picture on the board to convey what he wants to say.

 

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These IEPs were located from:

Chapter 15 – Documenting Assistive Technology Into the IEP Documenting Assistive Technology into the IEP by Penny R. Reed, Ph.D. With contributions from numerous WATI Consultants (http://www.wati.org/)