Case Study: What 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?
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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.
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Second Thoughts... after reviewing classmates responses
After reading the comments of my classmates, it seems that we are generally on the same page regarding needed information and potential services. We agree that more accurate & specific levels of functioning information is needed, determined that, at least, Speech Language therapist/Pathologist (SLT/P) & Occupational Therapist (OT) services (direct & consult) are needed, and Sara's Least Restrictive Environment (LRE) is NOT in a self-contained class. This is a good start, now let's outline and see some more issues more clearly. Let's review:
1) Sara has Down Syndrome (disability would most likely fall under Mental Retardation as there is no IDEA catergory for Syndromes)
2) Sara is eight y/o in the third grade
3) Her social skills are comparable to her typical peers
4) She attend Special Education classes part of the day and is in general education classes for the part of the day
5) Her Speech and Language skills are at a 5 y/o level; Kindergarten equivalent
6) Oral reading (expressive reading) is affected by her speech difficulties
7) Does this affect her expressive language as well, if so does it affect her socialization?
8) She has fine motor coordination problems which may OR may not affect her cursive writing
9) She reads at a second grade level
10) she has "reasonably good comprehension:" what exactly does this mean? what is her comprehension level? more information is needed here.
11) addition with carry over (at least double digit?)
12) subtraction with borrowing (at least double digits?)
13) Parents would like Sara in GE class
14) Parents believe Sara's writing and speaking problems are keeping her from her best work
15) Current third grade (general education?) teacher "suggests" Sara cannot keep up with her classmates
16) Current third grade teacher (general education teacher: GET?) recommends a self-contained classroom to be 'with peers who work at her pace'
Although the Present levels of functioning are vague it is suggested that Sara is socially typical; reading & math skills are at a comparable level; reading comprehension is "reasonably" good; fine motor coordination & Speech & language (S/L) are areas of concern (to include cursive writing). It is also apparent that Sara is currently receving special education (Sped) services as she is in the general education class (GE) only part of the day. The assumption is that she is receiving special education for speech & language in the resource room (RR) as well as individual & group sessions from a speech therapist. There is a possiblity of having goals & objectives for these areas.
As Sara is currently socially comparable to her peers it would be detrimental to her social (& possibly language) development to place her in a self-contained classroom, particularly since the issue is Sara keeping up with her typical peers. How Sara performs in class with the use of recommended modifications & accommodations is instrinsic and should not be compared to her peers, particularly when Sara's disability is part of that direct comparison. Much care must be taken here. Sara's parents also prefer that she be in the general education classroom as much as possible, yet seem to yield to the GET's suggestions. Parents may simply not be aware of the IDEA concept of LRE as well as IEP allowable supports for Sara in the GE class, or even the option of increasing RR time. As parents are a part of the IEP team, these concepts should be made clear to them. Should parents retain legal representation as a result of a disagreement in placement of Sara, the school district will have to explain more than just placement. A potential for updating and quantifying assessments (rdg, math, Language, Fine motor, speech, etc.) & evaluations may occur which would affect placement eventually. The fact that not enough information is provided prevents the IEP team from making valid program and placement decisions. It is not fair to Sara, despite well-intended decisions.
Some potential AT devices for Sara may include computerized reading, language, and "writing" programs. This would require a computer with program capabilities and training the teacher(s) & Sara. Some Programs may include CompuThera, Words Around Me, or Earobics. I would exercise caution and yield to the speech therapist's recommendation of whether to use a picture communication system (PCS) as a primary means to communicate to others. If Sara has a moderate ability to speak to others she should keep talking, if there is such an impediment that she is noncomprehendible then a PCS is an option. This is a very delicate issue given Sara's comparable social skills to that of her peers as well as speech being part of the support for language & social skills development.
Sara may also benefit from a weighted pencil. The weight of the pencil may allow for more coordination & control.
This is a lot to chew on for now. I look forward to your responses and input.
Introduction
17 years ago
3 comments:
It is my recommendation that Sara continues with her current schedule and add sessions with the speech/language therapist. It is understood that she has fine motor skill challenges, which would effectuate her ability to write cursive. Lastly, her speech skills are three years delay that would hamper her ability to read orally. She mastered addition with carrying and subtraction with borrowing and reads a second grade level. I’m sure that Sara has an IEP. The goals and objectives would need to be modified to meet her instructional level. The teacher needs to modify her instructions for Sara, to meet her need stated on the IEP. The teacher’s comment about not being able to keep up with her classmate is very vague and points out that she is measuring Sara to the other students and not with her IEP, which would then null the comment of not being able to keep up with her classmates. The teacher would need to make the necessary accommodations and/or modifications on Sara’s work.
This is where the need for assistive technology is required. She needs assistance in expressing her self orally and writing. I recommend an enlarged keyboard and Text to Speech device.
I'm track with you!!!
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.
You're right, Paula, when it comes to Sara's accommodations and modifications she should not be compared to her classmates.
And maybe a weighted pencil would help her write cursive.
I agree with both you and Rick... We need to focus on what Sara can do. It looks like she is not to far behind in her reading and comprehension. I know her speech delay will hamper her ability to read, but at this point it doesn't appear to be a significant delay so that tells me her teacher and speech therapist must be working with her. I would call an IEP
( Individual Educational Plan ) meeting just to go over her needs. I am looking towards utilizing the communication Sara has and selecting a AT device that would enhance her communication skills. I am looking at the PECS ( Picture Exchange Communication System as a first alternative. For the second alternative I am looking at a text to voice system. So Rick you and I are looking at the same type of device.
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