1. 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.

2. 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.

3. 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.

4. Possible Tools for Developing an AT Implementation Plan AT Implementation (University of Kentucky Assistive Technology (UKAT) Project http://serc.gws.uky.edu/www/ukatii/http://serc.gws.uky.edu/www/ukatii/ Assistive Technology Implementation Plan (Gayl Bowser) Oregon Technology Access Program OTAP http://www.otap-oregon.org/ http://www.otap-oregon.org/ SET-BC Collaborative Action Plan (www.setbc.org)www.setbc.org

5. 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

6. Example 2: Tasks Requiring Reading Books or Reference 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.

7. 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)

8. Tools for Lesson Planning with AT TEKS (Region IV Education Service Center) (http://www.texasat.net/docs/deboer.lesson.plan.diamond. pdf)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)http://www.internet4classrooms.com/integ_tech_lessons. htm This website is an extensive collection of links to sites featuring lesson plans that integrate technology.