Case Studies
Julie
Julie is a very severely impaired 7 year old young girl with cortical
visual impairment, developmental delays and severe motor impairments.
She seldom independently moves any part of her body except her head, and
she has difficulty tolerating intervention. She frequently has seizures,
and also sleeps much of the time.
Skills that are targeted for Julie to improve on:
Tolerate increased sensory input.
Stay alert for longer periods of time.
Enjoy interactions with familiar adults.
Signal that she wants to repeat and action.
Ways Tech could be used to enhance educational experience
Visually stimulating battery operated toys with switches
Stimulating cause/effect software such as Senswitcher
Powerlink with switch on sensory appliances: fan, lights, music
Arturo
Arturo is a 10 year old boy in a heterogeneous special education class
with students that range from second grade reading level to severe multiple
impairments. Arturo has cortical visual impairment, developmental disability
and severe motor impairment. He is not ambulatory and not able to communicate
verbally. Arturo enjoys attention from adults and children in his environment,
and will often repeat actions that cause people to laugh. His teachers
would like him to increase his social interactions, and be able to indicate
a yes/no response.
Skills that Arturo is working on at school:
Increase level of participation in an activity
Learn to associate an object symbol with an activity
Use object symbols to indicate a choice of an activity
Increase receptive language skills
Use voice output communication aids to communicate during an activity
(request, direct, respond)
Use voice output communication aids to engage peers and adults in interactions
(greet, comment, extend)
Ways technology can be used to facilitate skill acquisition
Use switch activated pager to request assistance from and adult
Use single message voice output switch to participate in a predictable
repetitive group activity
Use multiple message voice output switches to interact socially in a predictable
setting (Sequenced Social Scripts with a step by step communicator)
Use computer games with switch interface and switch for free time, or
joint activity with a peer
Use teacher made talking books (BuildAbility, Clicker 4, PowerPoint)
Zacharia
Zach is 15 years old and attends a daily living skills level special
education class. He is totally blind, developmentally delayed and has
autism (maybe). He is ambulatory, and verbal, but does not use his verbal
abilities in a functional way. He is not able to answer direct questions
or communicate in an interactive manner with others. He also has difficulty
transitioning from one activity to another. Zach does not explore his
environment or play with objects. Left to choose his own activity, Zach
typically engages in self stimulatory behavior.
Skills Zach is working on in the classroom environment
Use spoken words to make choices or indicate a preference (beginning with
using objects)
Adjust to changes in activity or accept that he is required to participate
in a guided activity by understanding what the next activity is and his
part in it
Learn to express his wants and needs in a socially appropriate manner
Learn functional and daily living skills
Learn vocabulary associated with activities
Ways technology can facilitate Zacharia gaining skills
Use voice output communication aide with multiple messages to greet and
interact in social situations, make requests, indicate choices
Use computer games or living books as a reward or “calm down”
activity
Use teacher made computer based talking books (PowerPoint or Clicker 4)
made as language experience books in a group setting to facilitate communication
about past and future events
Use computer games or computer based talking books with a partner to facilitate
social interaction
Use cooking recipes or similar activities to teach daily living skills
(using voice output program such as Clicker 4, Intellitalk, Write Outloud,
Connect Outloud for word processor, internet and email)
Kayla
Kayla is a 14 year old girl in a heterogenous special education class
in middle school. Students in her class range from those with severe multiple
disabilities to students functioning at a second grade level in academic
skills. Kayla’s visual acuity is 20/800, and she was born with arm
deformities and has no hand on the right side, and only two fingers on
the left side. She is able to communicate verbally, walk independently
and can identify the letters of the alphabet and numbers if they are two
inches in size or larger.
Some skills Kayla is working on in class:
Write her first and last name
Tell an adult her name, address, phone number, and names of her parents
Use math for functional purposes: count, measure, identify coins and bills
and their value
Learn daily living and vocational skills
Technology useful for Kayla:
CCTV to read letters and numbers, identify money
Use simple voice output word processor to learn writing with a keyboard
(Intellitalk, write outloud)
Use Big Keys Keyboard with QWERTY layout for easy letter identification,
and good feedback
Use books on tape, books on CD, Electronic texts
Use cooking and similar activities to reinforce counting, measuring and
reading skills (with CCTV or files on computer in PowerPoint or Clicker
4
|