AT as Part of the Child's Special Education

In writing annual goals, both academic and non-academic, it is important to include three components:

• the area of need,
• the direction of change, and
• the level of attainment.

In addition, it is critical to relate it to the functional task that the child needs to complete. For instance, a technically correct annual goal might be, "Bobby will activate a single switch 75% of the time." However, it fails the "So What?" test. Why is it that you want Bobby to activate a switch in the first place? What will he accomplish? To operate a toy? To operate a computer? To call for help? To greet a friend? If we always relate the use of the technology to a functional outcome, we will avoid the mistake of focusing on the equipment as an end in itself rather than a means to an end.

Bobby will turn several items on with a single switch without prompting 75% of the time in order to participate in routine group activities. Items include a Big Mack for greeting and an adapted tape recorder for singing/story time participation and others. Special Education Frequency Duration Location Participating in daily circle time activities Daily during class activities One semester Classroom /home