Assistive technology plan template

Katherine Seelman. A mini-van was not large enough, so we borrowed a commercial van from a friend who owns an upholstery business. My husband drove the van and I followed in my car with the most precious cargo of all. We had the typical college haul of a mini-fridge, microwave, coffee pot, and small television, as well as necessities such as bedding, towels, toiletries, and laundry, cleaning, first aid, and medical supplies. Hunter had several storage boxes filled with clothes.

He had been encouraged to bring not only summer and fall clothing, but warm winter clothes too. The university is in the snow belt of Pennsylvania where snow often falls as early as October. This included a by inch crate, a few extra-large bags of dog food, toys, and comfy bedding. Just like Hunter, the dog faced an important transition and had essential work to do. It seems likely to me, though, that what will be most key to making the transition from community college to a four-year university an academic success is the assistive technology equipment that we carefully packed up from our computer room at home and brought to his new dorm.

This equipment will level the playing field for Hunter as a student with deafblindness and allow him to have the same advantages and opportunities as his college classmates without disabilities. Hunter was in elementary school when I first heard about assistive technology AT.

I knew nothing about it or how to even begin to go about getting him assessed. It was exactly what I needed to get started.

Subsequently, over the years, he had numerous AT plans of his own. Search this site. Data Sources. The 4Cs. Digital Citizenship. Assistive Technology. For Teachers. For Students. Foundational Skills.

Online Skills. Multimedia Skills. An abstract is not required. Gabriella is a fourth grade student with a language disorder and mild intellectual delays. She is nine years old and spends a large portion of her day in self-contained settings.

She receives speech and language services from a speech pathologist for a minimum of 40 minutes three days a week. The rest of the time, her language needs are supported by the special education teacher.

She does attend a general education fourth grade classroom daily for 90 minutes for language arts instruction. An instructional assistant accompanies Gabriella to class.

She struggles with figurative speech, sarcasm, and multiple meanings of words. Her speech is literal and she usually has poor decoding and reading comprehension skills. Her reading level is at a low first grade level, reading simple stories with a Lexile level of Her favorite books are the Frog and Toad books by Arnold Lobel.

She is writing simple sentences with a subject and a predicate, but relies on picture cues and rewriting strategies to plan her sentences. Gabriella attends the fourth grade Language Arts class for exposure to more appropriate grade level content.