Diverse Needs and Abilities Video Report
Disabilities Comparisons
| Criteria Descriptors | Disability/Impairment 1 | Disability/Impairment 2 |
| Disability/Impairment | Auditory Impaired | Autism |
| Resource 1 | http://www.coping.org/copingbook/assistech/aac.htm | http://cpt.fsu.edu/tree/assistiv.html |
| Resource 2 | http://www.coping.org/copingbook/assistech/overview.htm | http://www.cesa7.k12.wi.us/sped/autism/assist/asst10.htm |
| Description of the disability/impairment | This birth defect results in permanent hearing loss. This particular student catches ½ words, but hears sounds better than words. Eventually this student will be deaf in her left right. Her right ear is normal. This affects the students ability to learn because she relies on lip reading and other strategies to help her learn. | Autism is a communication and processing disorder. The student is very intelligent but unable to communicate effectively. This is a neurological disorder. It was described as the wires being crossed. This disability forces the student to learn by associating pictures with words. |
| Type of Students | 3rd grade girl | 7th grade boy |
| Grade Level | K-5/Intermediate | 6-8/Middle |
| Instructional Areas |
1. Reading 2. Math 3. Social Studies |
1. Oral Communication 2. Listening 3. Social Studies |
| Standard Instructional Technology Tools |
1. Audio Amplifier 2. Closed Caption TV 3. Overhead |
1. Computer hardware (ear phones) 2. Software (Lexia, US Maps) 3. VCR/TV
|
| Instructional Strategies |
1. Cooperative Learning 2. Peer Tutoring 3. Questioning |
1. Cooperative Learning 2. Interdisciplinary Learning 3. Individualized Learning |
| Modifications and Accommodations of Task and Expectations |
* positioning - in range of right ear * amplifier * read lips - stay away from windows/light * Overhead * Eye contact * Front of line for PE in order to read lips |
* specific areas to complete tasks (TEACCH Method) * Speech prompting * Categorizes * Use animals/Scooby Do for enchanted learning * Quiet hands for stimulation (indicates trying to go inside himself) |
| Assistive Technology Solutions |
1. Amplifier 2. Closed caption TV 3. Overhead |
1. Computer 2. Writing with Symbols software 3. Earphones |
Assistive Technology Devices
| Disability/Impairment 1 | Disability/Impairment 2 | |
| Device Name | LES 390A Desktop Sound Pak - Amplifier | Writing with Symbols 2000 |
| Function | personal amplifier for auditory impaired learner | talking word processor that produces picture symbols above the text to help students who have a hard time communicating |
| Size | 1.75 lbs 7¼"w x 4⅜"h x 3¾"d |
CD
|
| Durable | yes | yes |
| Easy to update and/or repair | yes | update each time new version is released |
| Portability | yes - lightweight and easy to carry | not portable unless on laptop computer |
| Level of psychomotor skills needed | all ages can use - younger students will need assistance | all ages can use - younger students will need assistance |
| Needs of the school environment | training for school personnel using and student | training for school personnel using and student |
| Capacity to serve the student (programs, academic levels, communication assistance as well as its ability to "grow with student" | the amplifier will be used by the student through out the student's education | the software will be used by the student through out the student's education |
| Willingness to provide trial or loaner period | information not available | information not available |
| General reputation of the company in terms of conditions, service, training, and reliability | Whitney I.S.D. is satisfied with this product. | Whitney I.S.D. is satisfied with this product. |
| Resource for information | www.lightspeed-tek.com/pdf/LES390A.pdf | www.mayer-johnson.com/software/Wws.html |
Related to the learner on your campus, work with the appropriately designated personnel on your campus to review and understand the professionally designed Individualized Education Plan (IEP) and what it specifies as appropriate resources for assistive technologies. Provide a brief summary of that review.
The IEP is designed based on the student's individual needs. Each teacher that has the student receives a copy of the IEP. The teacher may seek the assistance of the special education teacher if any questions or problems arise. The assistive technologies come from the special education budget or Hill County Coop and they are in charge of training faculty and staff.
Links:
www.cesa7.k12.wi.us/sped/autism/structure/str10.htm
www.coping.org/copinbook/autism.htm
facstaff.buffalostate.edu/beaverjf/internet/strategy.htm
www.coping.org/involvepar/ATparentsurvey9-7doc.doc
www.coping.org/copinbook/assistech/linksresour.htm
Interviews:
Cathy Peacock - Special Education Teacher
Diana Johnson - Special Education Paraprofessional
Lynn Cooper - Special Education Paraprofessional
Debbie Pittman - Librarian Paraprofessional
Carla Ross
MTTC Program
March 5, 2003