Published on December 1, 2015
For more classes visit www.snaptutorial.com Focus of the Final Project Over the past six weeks, you have learned about several disabilities and how they impact a student’s learning experience. For the final project, you will be asked to respond to several case studies. Each of these case studies involves a specific disability and a unique set of issues for each of the identified students. Your assignment is to respond uniquely to each of the scenarios. Your responses should include the following elements: § Identification of the specific academic/behavioral issues that could be addressed through assistive technology § Identification of at least three assistive technologies that will address the academic/behavioral needs of each student § An overview of how each of the identified assistive technologies will be implemented for the student. § A discussion of anticipated results based upon the use of the assistive technologies for each of the case studies. § Responses must be supported with evidence from the text and at least two additional scholarly resources. Case Study #1 Emily is a five-year-old female student who is visually impaired. Emily has low vision and has some independence. She is able to see letters and numbers with amplification. In the past, Emily has been enrolled in a Head Start class with typical peers. Emily experienced great success in her preschool classroom. She had access to assistive technology that assisted her in participating in most activities within the class. Emily will be starting kindergarten in the fall. She will be in a general education class with typical peers. Emily’s parents, and her IEP team, expect her to be fully included in most activities. Please describe assistive technologies that will allow Emily to have access to grade level content and to participate with her peers in the classroom. Case Study #2 David is a third-grade student who has been identified as having a specific learning disability in the areas of reading and written language. During David’s last formal assessment, he was identified as reading two years below grade level. Through the assessment process it was discovered that he had particular difficulty with word identification and comprehension. Also, David refuses to write. When given classroom writing prompts, David will often write only one sentence. Interestingly, when given the opportunity to verbally respond to the prompt, his answers are comprehensive and meet grade level standards for content. Please identify several assistive technologies that may support David in reading and writing. Case Study #3 Michael is a ten-year-old boy who has a diagnosis of autism. He has little language and will often act out when he does not get what he wants. His behavior includes throwing items, hitting, and biting. His IEP identifies the use of tangibles and the computer as a way to reinforce appropriate behavior. Michael’s teacher is looking for ways to increase his communication and to motivate him to behave appropriately in class. Please identify assistive technologies that can support Michael in class. Case Study #4 Holly is a sixteen-year-old female student in the eleventh grade. Holly suffers from cerebral palsy and attends school through a combination of online and physical campus. Holly is currently enrolled in English, math, social studies, and several electives. She is close to grade level in all subject areas. Holly has a desire to attend college after high school. Please describe the types of assistive technology that can be used to provide her with access in the online environment. Also, what types of technology can be used to support Holly in her transition to college? Your responses should be presented in an eight- to ten-page paper in addition to the title and reference page using APA format.