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Final Project - Case Study Example

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Final Project University Name Final Project Case Study #1 Emily has a great deal going for her. The age of onset for her vision disability is early in her academic career, such that educators and parents can work with her to introduce some assistive devices that should enable her to excel in a school environment (Beard, Carpenter, and Johnston, 2011)…
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Download file to see previous pages This is stated in her IEP, and is certainly the desire of her parents. Naturally, Emily will benefit from this as well as she can have normal interactions with her peers and not be subject to constant ‘extra classes’ that pull her away from valuable class time. There are various assistive technology devices that should help Emily. The first component that should provide needed sight assistance is a screen magnification system. Such a device will magnify information presented in class up to 20 times. At five years old, Emily will be learning a great deal about numbers and letters. She will also begin to write. This requires her to be able to adequately see what the teacher is doing, so that she can model after that. Screen magnification software does not have to take up much room and can be used at Emily’s desk. Another device that could be quite useful to Emily is a video magnifier. In the early childhood classroom, there will be many modern technological tools employed to assist in the teaching of reading and writing. A video magnifier will utilize closed circuit tv technology to make written text and small objects easier for her to see. As the teacher writes numbers and letters on the white board, it can be magnified on CCTV for Emily to easily see while sitting at her desk. Finally, a digital book reader can be utilized to play back stories or other lessons. Especially as Emily progress through school, she may not be able to read as quickly as her classmates. A digital book reader can help her receive extra time outside of class to catch up as the reader will provide audio versions of printed text. It is important that each of the assistive technology devices be implemented in a non-invasive way that does not draw undue attention to Emily. This will enable her to have a relatively normal classroom existence and she can then fit in with her peers a bit more cohesively. With proper care and the implementation of a few non-traditional instructional strategies, Emily should continue to thrive academically and be able to overcome her disability. Case Study #2 David shows all indications of being a bright young boy with a specific high-incidence disability. While his verbal skills appear to be great for the third grade, he is already exhibiting extreme difficulty in the areas of reading and writing. At this age, David is likely not interested in failing in front of his friends, so he appears unwilling to give any special effort. While it is not indicated in this particular case study, an IEP is likely being developed that focuses on tools in these areas to help David get back up to grade level in these critical areas. David could very well benefit from an assistive technology device that will help him to improve upon his below grade level reading skills. One such device is to utilize books and other publications that are in audio form. This can come in the form of, most commonly, CDs and MP3 Downloads. David can begin to listen to certain texts that are being used in his classroom. In so doing, he can begin to hear how words are pronounced and hopefully, over time, begin to improve upon his comprehension skills. There are many audio book readers on the market. In addition, there are subscription services that the school can be a member of that makes audio versions of texts available for ...Download file to see next pages Read More
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