Sample IEP's & (hopefully) solutions

Here are a small selection of IEP's, five in total. They were compiled by the Wisconsin Assistive Technology Initiative. For each IEP you'll notice the present level of academic achievement and functional performance for each student. Also listed will be the student's annual goal, and a AT device that will be used to reach the student's and the IEP team's goal.
1. Eric
Present Level of Academic Achievement and Functional Performance:
Eric regularly participates in general education programs with his peers. He has a limited amount of strength in his hand, which is prone to fatigue during handwriting tasks. The two subjects that give him the most trouble are those that involve lots of handwriting, English and Civics. 

Annual Goal: Eric will use either a laptop, portable word processor to complete 100% of his assignments in English and Civics.

2. Becky
Present Level of Academic Achievement and Functional Performance:
Becky is currently learning how to read and is beset by anxiety because she wants to be able to finish her writing assignments on time with the rest of her classmates.
Becky is a student with spastic quadriplegia which prevents her from accomplishing handwritten assignments. Becky has shown interest in the computer after having been exposed to it's possibilities. Becky is able to operate a switch if it is positioned near her head.

Annual Goal: 
Becky will use a single switch device in conjunction with scanning software to access the computer 9 out of 10 times to accomplish academic assignments. 

3. Steven
Present Level of Academic Achievement and Functional Performance:
Steven is four years old and suffers from pervasive developmental disorder. This condition involves delays in the development of basic skills. These skills consist of the ability to communicate, socialize with others, and using their imagination. 

Despite this, Steven is able to understand and comprehend when he is being spoken to. However, he is unable to consistently communicate his needs, but when his choices are broken down into steps, Steven attempts to communicate his wants and needs.

Annual Goal: With the use of a picture board with inlaid choices/sayings that can and will be changed according to the particular environment, Steven will be able to express himself with teachers, classmates, and family members.

4. Brandon
Present Level of Academic Achievement and Functional Performance:
Brandon can communicate by uttering seemingly unintelligible vocalizations. He is able to obtain items physically and independently. He can also physically refuse items and/or people by pushing them away. Brandon can understand the cause and effect relationship by activating a voice output switch in order to signal the want for a given activity. It is suspected that he may not be able to understand what he is saying and is only activating the switch because he knows he'll be rewarded.

Annual Goal:
The goal for Brandon is to have him select different activities and have him interact with his classmates, teachers, and family in those activities starting with a rate of 3 out of 5 times during a given week.

BIG Step-By-Step Communicator

Record any series of messages directly into the BIG Step-by-Step Communicator and press its activation surface for the first message. Press it again and BIG Step-by-Step automatically steps to the next message. You can record as many messages as needed in the two minutes of recording time available.

5. Kelly
Present Level of Academic Achievement and Functional Performance:
Kelly is a 3rd grader who is able to remain with his peers in his classroom with the assistance of  a full-time paraprofessional. He is unable to use a standard-sized keyboard due to poor motor control. He is also encumbered with a slight speech impediment that makes him very difficult to understand. At present time, he uses single and multiple message voice output devices in conjunction with eye gaze, and a very limited direct selection to complete his school work.

Annual Goal:
Kelly's goal is to be able to complete all of his assigned work. This will be accomplished by using two types of AT. First, an adapted keyboard with custom overlays. Second, a computer with talking word processing software.