Writing Assistive Technology into IEP Goals

Instructor: Lori Sturdivant

Lori has a specialist's degree in Instructional Leadership/Mild Moderate and currently serves as the Lead Teacher for The University of Southern Mississippi's Autism Project.

This lesson will help you write IEP goals for assistive technology needs for students who qualify under special education, related services, or supplementary aids and services. Read the rest of this lesson to learn how you can include assistive technology into IEPs.

Assistive Technology and the IEP

It is imperative that the IEP not only states the goals and objectives that require assistive technology (AT), but also the device, the exact manner in which it should be used, and any person who will be assisting the student with the AT. The IEP should read like a detailed instruction manual. It is important to remember that the measurable annual goals and objectives must correlate with the needs or weaknesses stated in the Present Level of Performance of the IEP. Some states list AT under the Related Services page. If your state requires this, you simply need to explain why the student needs the AT, and the method of measurement you used to make this decision. The method of measurement (MOM) could be teacher observations, written work samples, teacher interviews, checklist etc.

Keep in mind that each IEP goal needs to include the following components; examples in parenthesis:

  • Condition (When presented with. . .)
  • Time frame (By the end of 36 weeks)
  • Accuracy (With 80% accuracy)
  • Method of measurement (Teacher observations)
  • Desired behavior (Johnny will. . .)
  • Behavior being replaced. It is not always necessary to include this; this component usually appears when dealing with behaviors that have adverse consequences.

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