Writing Assistive Technology into the IEP
A review of IEPs that include assistive technology reveals four ways in which assistive
technology may be included in the Goals and Objectives section of the IEP. Assistive
technology may also be included in the IEP as a related service or as a supplemental aid or
service needed for the student to benefit from the educational program. Figure 1 lists each place
in the IEP where AT might be included.
Figure 1
Places to Include AT in the IEP
AT may be listed in Goals and Objectives:
 As Part of the Present Level of Performance (PLOP)
 As the Goal
 As a Short Term Objective
 As Method and / or Material within and Objective (Condition)
AT may be listed as a related service.
AT may be listed as a supplemental aid or service.
Assistive Technology in Present Level of Performance (PLOP):
In the following example, assistive technology in the form of a portable electronic typewriter
appears as a part of the present level of performance (PLOP). The goal is for the student to
complete assignments with fewer spelling errors. Assistive technology here is identified as a
tool that the student is already using in his individual educational program. It is included so that
there is a clear description of the way the student completes written assignments.
PLOP
Kerry uses a portable typewriter that has a spell checker to complete written
assignment in his classroom. He produces an average of 25 spelling errors in
a 100-word written product.
Goal
Kerry will be able to complete 70% of all written classroom assignments in the fourth
grade classroom with fewer than 8 spelling errors.
Copyright Gayl Bowser: Assistive Technology In the IEP
October 17, 1997
TOOLS: Chapter 6-38
Writing Assistive Technology Into The IEP
Assistive Technology as an IEP Goals:
As a general rule, assistive technology is included as a goal area on the IEP when the student is
learning the operation or function of a new assistive device. In the example below, the student is
learning to use a new tool – her lap top computer.
PLOP
Amanda has just received a lap top computer with refreshable Braille output. She
does not know how to operate it.
Goal
Amanda will be able to operate her lap top computer with refreshable Braille
output independently. She will be able to turn it on, open files, read files, input
data, and print work with no assistance from an adult 90% of the time.
Short Term Objectives
Amanda will be able to independently open a new word processing file.
Amanda will be able to independently identify and open a word processing file
that has been saved during a previous work session.
Amanda will be able to independently load tractor feed paper into the printer.
Once she has accomplished this goal, she will be able to use the tool to achieve other educational
goals. When this happens, the lap top computer may be included in other sections of the IEP.
Copyright Gayl Bowser: Assistive Technology In the IEP
October 17, 1997
TOOLS: Chapter 6-39
Writing Assistive Technology Into The IEP
Assistive Technology in a Short Term Objective:
When assistive technology is included in short term objectives, the assumption can be made that
the student has knowledge how to operate the assistive technology devise but is now learning to
use it in a specific situation. In the example below, the student is using his power wheelchair to
deliver messages as a part of a vocational training program. He knows how to drive the chair,
but must learn where and when to drive it in order to accomplish the goal of working as an office
aide.
PLOP
Sam has been working as an office assistant in the school counseling office. He
can complete all school office tasks independently 100% of the time. He has
never worked outside of the school building.
Goal
Sam will work four hours per day in a work-study placement at the business
office of the local hospital. He will complete all duties of an office aide
independently with no more than three errors daily using picture cues for his
schedule and to complete tasks with more than three steps.
Short Term Objectives
Sam will be able to successfully copy hand written addresses into a computer
database with 90% accuracy using picture cues in his work notebook as a guide.
Sam will be able to independently deliver written messages from the business
office to the nursing stations on each floor and to the hospital pharmacy using his
power wheelchair. He will be able to do this 100% of the time with no assistance.
Note: The use of a computer in the first short-term objective is not assistive technology use.
Sam is learning a new skill (i.e. the operation of a computer to format disks) but he does not
require assistive technology to complete this task. This student is using a computer as part of his
job. A student who did not have a disability would use the same computer in the same way and
for the same reason. Thus, this use of technology does not “increase, maintain, or improve
functional capabilities” as described in the IDEA definition of assistive technology.
Copyright Gayl Bowser: Assistive Technology In the IEP
October 17, 1997
TOOLS: Chapter 6-40
Writing Assistive Technology Into The IEP
Assistive Technology as a Condition within a Short Term Objective
In a previous section, we saw Kerry using an electronic typewriter in the PLOP. In the following
example, assistive technology in the form of a spell checker also appears as a condition in the
short-term objective. The goal is for the student to complete assignments with fewer spelling
errors. The real learning required in this objective is to develop approaches to spell better. One
approach (condition) that Kerry will use is his electronic spell checker. He may use several other
approaches depending on the type of assignment.
PLOP
Kerry uses a portable typewriter that has a spell checker to complete written
assignments in his classroom. He produces an average of 25 spelling errors in
a 100-word assignment. He does not know how to use the typewriter’s spell
checker.
Goal
Kerry will be able to complete 70% of all written classroom assignments in the
fourth grade classroom with fewer than 8 spelling errors.
Short Term Objective
Kerry will be able to complete the four steps needed to independently operate his
typewriter’s spell checker 90% of the time.
Using the typewriter’s spell checker, Kerry will check all of his papers for
spelling errors before turning in written assignments.
Kerry will be able to independently spell all of the List One Essential Sight words
with 80% accuracy.
Copyright Gayl Bowser: Assistive Technology In the IEP
October 17, 1997
TOOLS: Chapter 6-41
Writing Assistive Technology Into The IEP
Assistive Technology in Related Services:
Related services can be broadly defined as those services that are provided to a student which do
not require the student’s active learning. The examples below describe actions that will be taken
by staff in order to help the student participate in the school day.

Mary uses a Dynavox Augmentative Communication device. She is independent in it’s use
but is unable to add new vocabulary due to the motor skills needed to do so. The
Augmentative Communication Specialist will visit the class every other week for one hour to
make changes in the vocabulary overlays as recommended by Mary and the classroom
teacher.

Jason is able to use Morse code with an adapted computer to complete all classroom
assignments. The instructional assistant will visit the classroom once per week for one hour
to make back-up copies of all of Jason’s work and to identify any needs for new software or
computer materials that may arise.

DiAnne is fully independent with her power wheelchair. The occupational therapist will visit
the school one month before the beginning of each new semester to determine any needed
building modifications or special adaptations which DiAnne may need for her new classes.
Assistive Technology in Supplemental Aids and Services:
Assistive devices listed in the related services section should also be listed under supplemental
aids and services even though there is no IEP goal directly related to them. Some students may
not need assistance from a professional to use their assistive devices. In this case, the device
would be described only in the supplemental aids and services section.

Brandi uses a Braille’N Speak portable Braille notetaker in all classes. The device is
provided to her by the school district.

Frank uses a personal FM amplifier in large lecture classes. The Regional Program provides
the device.
Conclusion:
Clear written descriptions of the functions of assistive technology in the education program serve
to clarify for students, parents and service providers, both the benefits and the responsibilities
surrounding the use of the technology. When everyone understands the expected role the
technology will play in a student’s life, choices about the appropriate technology as well as
funding decisions are made easier for the IEP team.
Copyright Gayl Bowser: Assistive Technology In the IEP
October 17, 1997
TOOLS: Chapter 6-42