Child+Case+Study+&+Technology+Screening+Assignment

= Child Case Study =

Out of all the assignments I worked on during this course, this case study was probably the most practical for my future classroom. It required me to select one student with whom I'd work closely during my technology club meetings at UCP. During this time, I observed how my student used assistive technology to facilitate interaction with his peers, the lessons his teacher and I shared, and his classroom environment as a whole. I paid special attention to the barriers and/or successes my student faced as a result of his use of AT. Then, I sought to recommend further adaptations for his current AT device to make it more compatible to his personal and educational needs, seamlessly  integrating it into his everyday life.

Interwoven throughout each of my responses to the criteria of this assignment are my reflective comments on what this child case study has taught me.

Location:  UCP East Orlando Bailes Campus

Teacher:  Mrs. D. Lawson

Grade:  First, Lower-functioning group

Student:  Michael

Age:  7 years old

Disability:  Michael suffers from severe Cerebral Palsy. He cannot sit without trunk support and has rigid movements. He has a limited, but growing vocabulary.

What type of AT is being used & how does it facilitates student involvement? <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: 130%;"> Michael has been provided with a selection of different AT devices by his teacher, Mrs. Lawson. One of these devices is a [|simple pointer] which he is able to use to extend his reach while participating in whole-class activities like "Calendar time" or playing interactive games on his class' touch screen computer monitor. He has also been presented with a personal laptop computer outfitted with a [|trackball mouse] and [|IntelliKeys USB]. With teacher assistance, the trackball mouse allows Michael to more easily select items on the computer screen, however it does not allow complete personal freedom due to the extent of his need for trunk support and his rigid body movements. The IntelliKeys, which is essentially a larger version of a traditional computer keyboard (only in alphabetic, and not QWERTY order), makes the act of typing or word processing somewhat easier for Michael. The last AT device I've noted Michael using in the classroom is called a [|Slim Armstrong AT selection device]. This device mounts on the each side of Michael's wheelchair and allows him to participate in classroom discussions and online interactive games or lessons by tilting his head to the right or left to press against two different switches to make selections or signify a yes/no answer, for example.

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">Why is this AT needed? <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">From the very beginning of my service learning at UCP, I noticed that without some form of AT to allow for ease of communication, Michael would struggle to participate in lessons as readily as his peers. Whether it be for voicing opinions, making basic choices, or even raising his hand to show a desire to be involved, it is essential that Michael have access to some form of AT to bridge the communication gap from which he suffers.

One thing that I discovered from interviewing Mrs. Lawson was that she has been working closely with Michael, his family, and the staff at UCP where Michael goes to school to try out several different AT devices right now to see which one best fits his needs for the specific classroom activities she has planned for the school year. This has led to a real "trial and error" sort of process of elimination. Mrs. Lawson has shared that, so far, use of the very low-tech classroom pointer has been the easiest device for Michael to use. He can grasp it all by himself, it doesn't require batteries or a cord, and it can aid him during virtually any sort of lesson. The laptop featuring the adapted mouse and keyboard are useful only during computer-based activities, and Michael still needs the assistance of another person to use them. As to the Slim Armstrong, although this device seemed to me as though it might open a world of possibilities for Michael, he really, really hates the thing because it's gawky and he doesn't much like mashing the switches with his head because sometimes he does it too hard and it hurts! <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 130%;"> How can the selected form of AT be adapted to better meet Michael's personal and academic needs? <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">An adaptation that might be useful for Michael given that he likes using the pointer best might be to provide him with a large laser pointer as his grip and stability become better. Not only will this allow him to continue to participate in classroom discussions and activities, but it will lessen the need for him to come to the front of the class each time he wants to make a selection by means of the touch screen computer. For convenience, this device could be placed on a key ring so that Michael can carry it with him from class to class as he gets older. Also, the aesthetic appeal of using a device such as this will be far better as Michael gets older, too, compared to how he might feel about carrying around a childish-looking classroom pointer as he uses now. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">

How can it facilitate involvement of other students in Michael's class? <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: 130%;"> Michael's classmates may benefit from using a laser pointer for the same reasons as he would - it facilitates communication in a simple and somewhat fun way. The dot projected by the pointer can even be changed through the addition of little screens so that it gives the tool a personalized feel, too.

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">How can this AT device be integrated into lessons? <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: 130%;"> By allowing Michael, or even his classmates, to point to important passages from a story the class might be reading which is projected on the class' touch screen computer, for example Michael can take an active part in lessons. Until his vocal projection becomes better, he might provide an answer to a math problem by blinking the pointer a specific number of times. Or, in social studies, Michael may even show understanding of the series of events leading to a particular war by highlighting them in numeric order with his pointer. There are tons of ways this simple device can be used with each of the lessons that Michael is taught, it is really just up to the teacher to keep the pointer in mind when differentiating for participation's sake.

<span style="color: #008000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 140%; text-align: center;">To watch a video of Michael showing us how he uses his pointer, click [|here]! <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">

= = = = = = = = = = =<span style="color: #00c6ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; font-size: 210%; text-align: center;">Technology Screening =

<span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Another of the really enlightening assignments I had the opportunity to work on this semester in this course was a technology screening. Essentially what this entailed was working closely with my first grade students in Mrs. Lawson's class at the UCP-Bailes Campus East Orlando during the Technology Team service learning experiences I embarked upon with my partner, Amanda Cook. By doing so, I was able to gain a better idea of the way each of these students learned, the different forms of technology they used, those I could introduce to them, and how the students did (or might eventually) benefit from the use of these assitive technology devices.

As part of completing this assignment, I had the fantastic chance to actually conduct a formal screening on one of my students named Christy. The best part was, with the aid of Amanda's digital video camera, I am even able to share this authentic teaching and learning practice with you! For your viewing pleasure, please get the popcorn ready and have a look at the lovely little video we made of the event! [|~ Technology Screening with Christy at UCP ~] Also, in order to follow best practice as a future Exceptional Education teacher and differentiate for your preferred learning modality, I've included a text-only version of the interview & screening experience below, as well. You might enjoy printing a copy for use in your own classroom, or just printing a copy as you listen along with the video above.



*Please note that credit is due to Miss Patricia Goldman and Miss Nokohl Byrnes for their totally awesome and inspired development of this screening survey. They are sure to be wonderful teachers some day if they keep up such high quality work as this!

As for my overall interpretation of my findings, or Christy's survey results, I feel that she would most benefit from simple forms of assistive technology like being able to use the pencil grip I shared with her in order to improve her writing grip and aid in the formation of more legible handwriting. This small adjustment may even prove to have a motivational effect on her feelings related to the subject of writing, as a whole. In addition, I think Christy would love it very much if she were provided with a daily planner featuring folder pockets. Although this isn't necessarilly a high-tech adaptation to her current classroom environment, this product could help her to keep completely organized, plus it would allow her to keep a schedule of the activities she will be doing each day in class, the items that are due, and the assignments that she still needs to work on.The folder pockets could be used to collect the homework assignments and such in her 'to do' list and those that are ready for turning in, as well as flyers and other school communications for her parents to see.

Again, I must reiterate what a fun and authentic task this has been for me! I can definitely imagine using this very assessment again very soon in my own classroom and I hope you'll consider applications for your students or children, too!! check these sites out! **<span style="color: #ff9f00; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 130%; text-align: center;"> [] Here you'll find a helpful article you can read over to understand the use of AT in schools today.
 * <span style="color: #ff9f00; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 146%; text-align: center;">For even more information on various types of AT and AT resources,

[] This link provides one example of a survey available on the internet for use in determining the AT needs of more advanced learners.

[] <span style="color: #ff9f00; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 130%; text-align: center;">Here you'll be able to access a wonderful and comprehensive assistive technology continuum that is a great aid for teachers and parents alike in deciding how best to incorporate these new modifications into any child's educational plan in order to achieve the highest level of success possible.