VIDBE-Q Volume 68 Issue 2
22
Supports 6+ areas of the ECC
Þ Self-determination
Þ Assistive tech (computer, browser)
§ Sensory efficiency
§ Compensatory access
Þ Social skills (appropriate internet
behavior, self-knowledge,
requesting assistance, proper
interaction with peer or adult, social
emotional learning)
Þ Career education
Þ Recreation & Leisure
Þ Orientation and Mobility
Objective 1: By the end of the
reporting period, Spectacular Student,
when presented with a device with
internet access, independently choose,
turn on, and engage accessibility
features, four out of five times while
managing their own emotions,
requesting assistance as needed, as
measured by teacher created data
collection tool.
• turn on device: problem solving, if
having trouble asking for help
(advocacy)
• turn on accessibility features:
problem solving, if having trouble
asking for help (advocacy), goal
attainment, self-awareness and self-
regulation re: task and frustration
§ decision making if needing help
or a break
Objective 2: By the end of the
reporting period, Spectacular Student,
will describe elements of safe internet
access (e.g., browsers; types of
webpages .net, .org, .com; rules of safe
internet usage, methods of identifying
safe people and organizations), and
independently decide on web browser,
demonstrate safe access using their
choice of browser, utilizing needed
accessibility features, and requesting
assistance as needed while regulating
their emotions as measured by teacher
created data collection tool.
• Choice of web browser: decision
making
• Utilizing accessibility: self-
knowledge as to what they need
o Choice making as to what
features are needed
o Problem solving if not working
o Self-regulation if feelings arise
o Self-advocacy if needing
assistance
