Technology+Goal+for+Martin's+IEP+Assignment

=Technology Goal & Objectives = =for Martin's IEP = =  = Given Martin’s scenario, determine what technology is required to help him by writing a detailed outline covering specifics noted below. Based on your information, develop a Technology-based IEP goal and two objectives.

** Scenario: ** Martin is a five yr old little boy who is currently attending kindergarten. Martin is in a regular kindergarten classroom. He has cerebral palsy; therefore, he is unable to walk and has poor fine motor skills (cannot hold a pencil, etc). He is able to talk like any other child his age.

1. What process you would use to determine if technology would be helpful? In order to determine if assistive technology (AT) would be helpful, and if so, what kinds, I would start by simply observing Martin throughout several typical school days. This would give me an idea of the kinds of tasks he participates in (or abstains from) and how his disability affects his participation (or lack thereof) in those activities. I would also spend time talking to each of the teachers – general education, special education, and even special area teachers – to gain a better understanding of Martin’s educational and functional abilities and needs in the classroom. Finally, I think it would be very important to speak with Martin, as well. After all, this AT is supposed to meet his needs, and how better to meet those than finding out firsthand what Martin feels would help him learn best?! Based on the scenario provided, Martin may benefit from voice-to-text software for completing type-written class work. He may also enjoy being able to audio record himself instead of writing out assignments like poems, addition facts in math, or the science chapter review, for example. Also, depending on the severity of his disability, Martin may even benefit from AT as simple as using specialized pens, pencils, or crayons outfitted with grips, using raised-lined paper, and having correction fluid handy so that, even with his cerebral palsy, he can do his best to color and write most like other children.

2. What would your recommendation would be? Since it’s always easier and more cost-effective to begin with low-tech options and move up the AT continuum from there, I would take the time to observe Martin, speaking with him and his teachers, then decide which form of AT best suits his functional and educational needs.

3. How will the uses of the technologies you have listed help to enable Martin to participate in the regular activities of the classroom? These technologies = the voice-to-text software, audio recorder, and writing implements featuring grips – all benefit Martin in that they will enable him to complete the same assignments as his fellow classmates, just in a differentiated format. Using the voice-to-text software or audio recorder may permit him to finish his work faster and more independently. However, if he is able to use the specialized writing implements and their accessories, they could even offer him an element of fine motor practice that might come with its own set of benefits!

4. How might any of these technologies benefit the other children in the classroom as well? The availability of these forms of AT would benefit Martin’s classmates in much the same ways they do for him. Limited English Proficient (LEP)/English Language Learners (ELLs) may enjoy sharing the voice-to-text software as they practice correct pronunciation of the English language. And almost all students – from those working on phonics and phonemic awareness to those who simply like verbalizing their thoughts – would like getting to audio record their assignments. As for the writing implements, these could also help Martin’s classmates if they need to work on producing more legible, understandable work. They may also help students who need to work on writing with a more ergonomic, comfortable handwriting grip and posture, too.

5. Where you would find these technology devices? Voice-to-text software is often included as a part of many common word processing software suites on the market today, so the classroom computer may already be equipped with it. Both the audio recorder and specialized writing implements are items that can be checked out from the school or county’s resource room or AT library. If they are not available here, they may be purchased from an office or electronic supply store.

6. Who would be on the multidisciplinary/transdisciplinary team to help you make decisions? Martin’s multidisciplinary decision-making team would consist of his family, his general and special educators, the physical and/or occupational therapist or adapted physical educators at his school, and the school technology specialist.

** Technology-based IEP goal: ** Martin will increase writing skills to Kindergarten level proficiency in the area(s) of content and conventions using the mode of assistive technology deemed most appropriate for his needs by his personal multidisciplinary decision-making team.  Martin’s progress will be measured by analysis of writing samples and teacher-given diagnostic surveys throughout the school year.

** Two objectives: ** 1. Use pencil and paper or assistive technology to independently develop a completed writing assignment. 2. Use technology to create a published written task.