IEP and AT: Portable Word Processor

Are you ready for another special education acronym?  IEP.  I’m sure many teachers have at least heard this acronym or have even experienced an IEP.

IEP stands for Individualized Education Program.  Every public school student who receives special education and related services must have an IEP.  The IEP describes the services that are legally required for the student (going beyond general education).  Students can have an IEP for a variety of reasons, such as learning disabilities, occupational therapy needs, speech therapy needs, etc.  There are many things that are included in an IEP (I could go on and on) but today we’re going to stay focused on AT.  If AT has been explored as an option for a student, that must be included in their IEP.  If AT has been chosen as appropriate and necessary that also needs to be documented in their IEP.  

Here is an example of information provided in an IEP and how AT comes into play:

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.

Below is a picture of a portable word processor that would help Eric achieve his goal.  He can easily take this device from one class to the next and can use it at his seat.  (For more information on Portable Word Processors see my previous post).

Another (possibly more appropriate device) is a computer with Voice Recognition Software (for more information see my post titled “Naturally Speaking Voice Recognition Software”).  This device would allow Eric to use his hands a minimal amount, as the voice recognition software turns the user’s speech into typed text (talk to text!).  So in order to complete his lengthy assignments for Civics and English, Eric would speak his thoughts and ideas and the computer software would type it for him.

It’s amazing that these options exist.  A student like Eric probably exists in many classrooms.  The cognitive ability is there but there may be some physical barriers.  An option such as voice recognition software allows Eric to overcome his physical barriers and share his knowledge and hopefully perform to his maximum ability.

Reference:  IEPs written by the Wisconsin Assistive Technology Initiative and CITE