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Response to Intervention (RtI): What is it?
17 years ago
Sunday, June 29, 2008
Demonstration #3
Description
1. It is a carton holder that assists in helping individuals lift and pour milk/ juice cartons.
2. It is specifically for the half gallon carton
3. Specifications
— Interior: 4" L x 4" W x 6¾" H
— Exterior: 41/8" L x 41/8" W x 7" H
— Handle: 5¼" L x 1" W x 1¼" D
Advantages
— Light weight
— Easy to clean
— Does not utilize power
— Not expensive
— Great for assisting in adaptive living skills for young teens, young adults, and the elderly
— Anyone can use this
Disadvantages
— Difficult to locate
— Is not typically carried on Guam
— Cannot be used for young children
— Physical Specifications
— Cannot be used for universal containers
1. It is a carton holder that assists in helping individuals lift and pour milk/ juice cartons.
2. It is specifically for the half gallon carton
3. Specifications
— Interior: 4" L x 4" W x 6¾" H
— Exterior: 41/8" L x 41/8" W x 7" H
— Handle: 5¼" L x 1" W x 1¼" D
Advantages
— Light weight
— Easy to clean
— Does not utilize power
— Not expensive
— Great for assisting in adaptive living skills for young teens, young adults, and the elderly
— Anyone can use this
Disadvantages
— Difficult to locate
— Is not typically carried on Guam
— Cannot be used for young children
— Physical Specifications
— Cannot be used for universal containers
Demonstration2
Description
— It is an interactive electronic learning aide
— It is used to develop English vocabulary & communication skills
— Teaches 450 general and academic words such as people, places, things, colors, numbers, shapes
— Perfect for ESL/EEL, special education, & early intervention
Advantages
— Easily to use
— Provides picture cues
— Provides auditory cues
— Can be used for a wide range of disabilities
— Buttons are large
— Provides questions & answering cues
— Requires 3AA batteries which are easy to find
— Can be used for a wide range of classroom activities
Disadvantages
— Expensive
— Is not commonly found on Guam
— Cards are limited and not all card reflect Guam (culture sensitive)
Tuesday, June 24, 2008
Case Study #1 Cont.
The conversation we had in class yesterday was really informative. I guess I am a firm believer in LRE ( Least Restrictive Enviornment) " a child should be placed as close to their non disabled peers as much as possible" . My plan entails keeping Sara in the general education classroom with supplemental aides and services. I still believe that Sara should receive more intense speech therapy. I would like Sara to be able to access AT devices to help her communicate her wants and needs. I do not want to limit her means of communication so I am looking at 2 different types of communication system. One the PECS ( Piture Exchange Communication System ) and the other is test to voice device. I would like to further discuss her speech abilities. I want her to use the speech she has to communicate. I want to build on her abilities, not focus on her disability. That is why I want her to use her exsiting speech with/ or without the PECS as her first means of communication. The text to voice will be a system she utilizes as a backup . This the direction I am going in terms of my AT plan.
Monday, June 23, 2008
Thoughts on case study one
Assistive Technology
CASE STUDY & MY THOUGHTS
Case Study: SaraWhat are Sara's needs? What kinds of service providers need to be consulted for the AT disposition for Sara? What kinds of questions need to be addressed? How can assistive technology devices and services enable Sara to receive an education in the least restrictive environment? What kinds of technology should go in Sara's IEP? How would you make a case for putting assistive technology into her IEP? Is there a 'knowledge gap' between Sara's mother and Sara's teacher?---------------------------------------------
Sara, who has Down syndrome, is eight years old. Her language and speech skills are three years delayed, but she has age appropriate social skills. Sara has spent part of her school day in a regular classroom ever since kindergarten, but this year her third grade teacher is suggesting that Sara really cannot keep up with her classmates. The teacher thinks that Sara would be better off in a self-contained class with students who work at her pace. Sara has some fine motor coordination problems, and she has had difficulty learning to write in cursive. Her oral reading is hampered by her speech difficulties. However, Sara has learned to do addition and subtraction problems well and has mastered adding with carrying and subtraction with borrowing. She reads at about a second grade level with reasonably good comprehension. Sara's parents would like to see her continue in the regular classroom for as much time as possible, but they recognize that Sara's writing and speaking problems are keeping her from doing her best work.
My Thoughts:
I would like more information on Sara’s present level of performance. I know that she is having difficulty with writing cursive, but is it limited to cursive alone or is a fine motor difficulty. Sara sounds like in terms of performance she is at about a 2.0 level and in my opinion that is not a significant delay.
I do not believe that Sara belongs in a self contained classroom. I am looking at two options for Sara. I would like her to receive services in the resource room for about 2 hours a day. I would Sara to get speech and language services. If Sara is already receiving speech and language services, I would like to look at the services she is currently getting to make sure it is meeting her needs. AT this point it does not look like the speech and language services being provided to her is meeting her needs.
In terms of assistive technology (AT) devices, I believe Sara need a device that will assist her in communicating. I am interested in looking at the Picture Exchange Communication System, other output communication devices. The reason I say output communication devices is from the case study information it looks like Sara can comprehend, her difficulties are more expressive. I would still recommend that the teacher work on comprehension, but I don’t believe it is an AT concern at this time.
CASE STUDY & MY THOUGHTS
Case Study: SaraWhat are Sara's needs? What kinds of service providers need to be consulted for the AT disposition for Sara? What kinds of questions need to be addressed? How can assistive technology devices and services enable Sara to receive an education in the least restrictive environment? What kinds of technology should go in Sara's IEP? How would you make a case for putting assistive technology into her IEP? Is there a 'knowledge gap' between Sara's mother and Sara's teacher?---------------------------------------------
Sara, who has Down syndrome, is eight years old. Her language and speech skills are three years delayed, but she has age appropriate social skills. Sara has spent part of her school day in a regular classroom ever since kindergarten, but this year her third grade teacher is suggesting that Sara really cannot keep up with her classmates. The teacher thinks that Sara would be better off in a self-contained class with students who work at her pace. Sara has some fine motor coordination problems, and she has had difficulty learning to write in cursive. Her oral reading is hampered by her speech difficulties. However, Sara has learned to do addition and subtraction problems well and has mastered adding with carrying and subtraction with borrowing. She reads at about a second grade level with reasonably good comprehension. Sara's parents would like to see her continue in the regular classroom for as much time as possible, but they recognize that Sara's writing and speaking problems are keeping her from doing her best work.
My Thoughts:
I would like more information on Sara’s present level of performance. I know that she is having difficulty with writing cursive, but is it limited to cursive alone or is a fine motor difficulty. Sara sounds like in terms of performance she is at about a 2.0 level and in my opinion that is not a significant delay.
I do not believe that Sara belongs in a self contained classroom. I am looking at two options for Sara. I would like her to receive services in the resource room for about 2 hours a day. I would Sara to get speech and language services. If Sara is already receiving speech and language services, I would like to look at the services she is currently getting to make sure it is meeting her needs. AT this point it does not look like the speech and language services being provided to her is meeting her needs.
In terms of assistive technology (AT) devices, I believe Sara need a device that will assist her in communicating. I am interested in looking at the Picture Exchange Communication System, other output communication devices. The reason I say output communication devices is from the case study information it looks like Sara can comprehend, her difficulties are more expressive. I would still recommend that the teacher work on comprehension, but I don’t believe it is an AT concern at this time.
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