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.
Response to Intervention (RtI): What is it?
17 years ago
4 comments:
Excellent thoughts in the study. It's good to know that most of us in 443G are on the same avenue of thought.
I’m on the same track. There are other questions to be addressed, but given the case, I’m in favor of an IEP review to double check the goals and objectives. My concern is that the teacher’s comment of not being able to keep with her classmates is totally wrong and I can’t help but wonder if the IEP is actually being followed.
Sorry I forgot!! Sara has achieved a degree of strength in Logical/Mathematical intelligence with her mathematical ability. This would justify the use of an enlarged keyboard and text to speech software. Because of the personality of being curious about the world around them and the ability to use reason.
I'm thinking that the PECS system would be a little too easy for Sara since she can already communicate. But then again, she is 8 and three years delayed; that would make her at a 5 year old's speech level so it's quite possible she might do well with it. Good suggestion!
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