Sample ways to include at into a goal
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Sample ways to include AT into a Goal. General IEP Goal Johnny will increase his written output in language arts assignments at the grade 3 curriculum level. IEP Objective with AT Strategy Integrated

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Sample ways to include AT into a Goal

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Sample ways to include at into a goal

Sample ways to include AT into a Goal

  • General IEP Goal

  • Johnny will increase his written output in language arts assignments at the grade 3 curriculum level.

  • IEP Objective with AT Strategy Integrated

  • Using the computer and pre-programmed word banks in a picture based word processor, Johnny will complete 3 paragraphs of writing over 10 consecutive English periods by (specify date)

  • General IEP Goal

  • Mary will develop independence in communicating requests.

  • IEP Objective with AT Strategy Integrated

  • Using pre-programmed choices on her VOCA, Mary will request an activity in 4 out of 5 observed opportunities at center time.


Sample ways to include at into a goal1

Sample ways to include AT into a Goal

Writing:

  • Goal: Jeremy will increase written output in daily journal activity.

  • Objective: Jeremy will point to flash cards containing single words to construct 5 sentences composed of 3 words each during daily journal activity.

  • AT strategy for Writing Objective: Computer with pre-programmed Writing with Symbols grids which Jeremy will access by scanning through the words and making choices with a switch.

  • IEP Objective with AT Strategy Integrated: Using a computer with pre-programmed writing grids with up to 20 symbols per grid, Jeremy will scan through the words and select words with his switch to compose 5 sentences containing a minimum of 3 words each during daily journal activity.


Sample ways to include at into a goal2

Sample ways to include AT into a Goal

Communication:

  • Goal: Jenny will participate in class discussions with her Grade 2 peers during daily circle time.

  • Objective: During daily Circle Time, Jenny will voluntarily respond to 3 questions per day 80% of the time as measured over a 2 week period.

  • Jenny is unable to meet the above goals and objectives without the assistance of technology.

  • AT strategy for Communication Objective: MT4 dynamic screen voice output device with pre-programmed pages containing content related to circle time topics.

  • Jenny will access by scanning through the choices and making selections with her switch.

  • IEP Objective with AT Strategy Integrated; Using pre-programmed pages relating to circle time discussion topics, Jenny will participate in class discussions with her Grade 2 peers during daily circle time by scanning through choices and using her switch to respond to 3 questions per day 80% of the time as measured over a 2 week period.


Possible tools for developing an at implementation plan

Possible Tools for Developing an AT Implementation Plan

  • AT Implementation (University of Kentucky Assistive Technology (UKAT)

    Project http://serc.gws.uky.edu/www/ukatii/

  • Assistive Technology Implementation Plan (Gayl Bowser)

    Oregon Technology Access Program OTAP http://www.otap-oregon.org/

  • SET-BC Collaborative Action Plan (www.setbc.org)


Sample ways to include at into a goal

Example 1: Completing Writing Assignments with consideration for typical tasks, typical accommodations, and typical accommodations using AT

Typical Tasks

• Writing a story about a theme or topic

• Writing a journal entry

• Taking notes from whole group instruction or discussion

• Answering questions based on textual materials

Typical Accommodations

• Provide student with additional time to complete the writing task

• Reduce the amount of writing expected

• Provide student with template for writing

• Photocopy peer notes

• Provide student with reader and / or scribe

• Provide student with alternate activity or task

Typical Accommodations Using Assistive Technology

• Provide student with standard word processor with spell and grammar checker with necessary access method (e.g. enlarged keyboard)

• Provide student with software applications that use graphics to support written output (e.g. Writing with Symbols 2000)

• Provide student with talking word processor software (e.g. Write:OutLoud)

• Provide student with word prediction software to support sentence construction (e.g. Co:Writer)

• Provide student with dedicated word processor to support note taking (e.g. AlphaSmart Neo)

• Provide student with software applications that provide structured writing environments (e.g. Pix Writer)

• Provide Braille translation software and a Braille embosser


Sample ways to include at into a goal

Example 2: Tasks Requiring Reading Books orReference Materials with consideration for typical tasks, typical accommodations, and typical accommodations using AT

Typical Tasks

• Read textbooks related to instructional topic

• Read novels

• Read picture books

Typical Accommodations

• Provide peer or teacher assistance in identifying unfamiliar vocabulary

• Provide peer or adult to read materials to student

• Provide the student with additional time to read the materials

• Provide large print or audio materials

• Decrease the length of the reading assignment

• Reduce the complexity of the text

Typical Accommodations with Assistive Technology

• Provide student with alternate electronic formats of textual materials

o Import e-text file of textbook into talking word processor (e.g. Write:OutLoud)

o Scan novel into text reading software (e.g. Kurzweil 3000)

• Provide student with picture symbol version of book (e.g. using Boardmaker)

• Provide the student with a Closed Circuit Television (CCTV) system for reading book

• Provide student with electronic text reader for translation and production (embossing) of Braille copies .


Sample ways to include at into a goal

Example 3: Small Group Discussions on Instructional Topics with consideration for typical tasks, typical accommodations, and typical assistive technology solutions

Typical tasks

• Respond to teacher and peer questions

• Ask questions related to instructional topic

• Make comments during group discussion

• Give an oral report

Typical Accommodations

• Provide preferential seating to enhance and encourage interaction

• Encourage student signals when ready to respond

• Prepare student by practicing contributions or pre-teaching necessary vocabulary

• Provide student with enough time to compose and respond

• Use as many visual cues as possible to support communication

Typical Assistive Technology Solutions

• Use picture communication symbols to support interactions (e.g. communication boards created with Boardmaker)

• Use augmentative communication software to develop and practice communication skills (e.g. Boardmaker)

• Provide student with augmentative communication device to meet daily communication needs (e.g. Vantage)


Tools for lesson planning with at

Tools for Lesson Planning with AT

  • TEKS (Region IV Education Service Center)

  • (http://www.texasat.net/docs/deboer.lesson.plan.diamond.pdf)

  • This graphic organizer quickly outlines a lesson with adaptations for Gifted, Advanced, Accommodated and Modified students. The organizer also has sections for assistive technology tools.

  • Integrated Technology Lesson Plans (Internet for Classrooms)

  • (http://www.internet4classrooms.com/integ_tech_lessons.htm)

  • This website is an extensive collection of links to sites featuring lesson plans that integrate technology.


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