Scribd
Upload
136 views

EDU 620 Week 4 Assigment

Using the Assistive Technology Plan template, you will create an assistive technology plan for a student with a high incident disability (learning disability, emotional behavior disorder, intellectual disability, autism spectrum disorder, or other health impairment). In the chart, identify a learner with a high incident disability to create an assistive technology plan. In your plan, you will identify the learner, the disability, and grade level. In two to three paragraphs, you will discuss the characteristics of the student including educational strengths and areas of needs (academic, communication, social, environmental and curricular access, etc.), family involvement, classroom challenges or concerns, existing supports, and other pertinent information about the student. You can either use an existing or fictitious student. Based on the discussion of the student’s needs and disability, identify at least five areas of need related to materials and teaching methods in the classroom or learning environment, discuss potential barriers or missed opportunities, and then discuss at least two possible solutions to address each area of need. Your solutions must be research-based and should be cited within the chart. You must use a minimum of two peer-reviewed sources to substantiate your AT solutions. APA format is required for the title page, reference page, and all in-text citations.

Uploaded by

Natica Worthy
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
136 views

EDU 620 Week 4 Assigment

Using the Assistive Technology Plan template, you will create an assistive technology plan for a student with a high incident disability (learning disability, emotional behavior disorder, intellectual disability, autism spectrum disorder, or other health impairment). In the chart, identify a learner with a high incident disability to create an assistive technology plan. In your plan, you will identify the learner, the disability, and grade level. In two to three paragraphs, you will discuss the characteristics of the student including educational strengths and areas of needs (academic, communication, social, environmental and curricular access, etc.), family involvement, classroom challenges or concerns, existing supports, and other pertinent information about the student. You can either use an existing or fictitious student. Based on the discussion of the student’s needs and disability, identify at least five areas of need related to materials and teaching methods in the classroom or learning environment, discuss potential barriers or missed opportunities, and then discuss at least two possible solutions to address each area of need. Your solutions must be research-based and should be cited within the chart. You must use a minimum of two peer-reviewed sources to substantiate your AT solutions. APA format is required for the title page, reference page, and all in-text citations.

Uploaded by

Natica Worthy
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

Assistive Technology Plan

Name of Learner: Gerrell Stevenson



Disability Area: writing/communication

Age/Grade: Kindergarten

Description of the Learner (educational strengths, needs, family involvement, other
pertinent information):

Goals of the AT Plan: increase Gerrells communication skills and to motivate him to
behave appropriately in the classroom.


Materials and
Methods
Potential Barriers/Missed
Opportunities

AT Solutions
Example:

Printed
textbook or
worksheets



Student with a visual
impairment has difficulty
seeing small text.


This student would benefit from using a
text-to-speech program, such as
Kurzweil 3000
(http://www.kurzweiledu.com/k12.html)
so that text can be converted to files and
read aloud to the student. Further, the
student could benefit from having an
electronic magnifier for text-based
resources used in the learning
environment (Beard, Carpenter, &
Johnston, 2011, p. 75).
Clipboard,
pencil, writing
strip, dry erase
marker
Writing name
Alternative keyboards
These programmable keyboards have
special overlays that customize the
appearance and function of a standard
keyboard. Students who have LD or
have trouble typing may benefit from
customization that reduces input
choices, groups keys by color/location,
and adds graphics to aid comprehension


Recorder,
pencil and
paper

Student is distractible and
misses information

Use PowerPoint to introduce and review
new concepts and vocabulary, software
for vocabulary games.
Sortegories, an Orton-based web
supplement to the LANGUAGE!
Curriculum, is designed to help build
vocabulary, literacy, and reading
comprehension. The software has 36
different units, beginning with basic
phonics, and progresses to word- and
sentence-building. Sortegories meets
The Common Core State Standards.


Student has difficulty with
spelling and cannot organize
his thought
Simon S.I.O uses a personal tutor to
deliver individualized instruction and
corrective feedback to ensure students
acquire the critical skills they need to
become readers. Students practice their
learning and increase fluency by:


Classroom
environment
Social communication Augmentative and Alternative
Communication(AAC) products from
AbleNet allow persons with disabilities
the chance to engage with others and
connect with their world
reading

Student struggle with
new vocabulary
Student use Kurzweil to read and listen
to text. Teacher embed questions in
Kurzweil text using notes to foster
critical thinking





Gerrell is a kindergarten student that is currently behind developing
academic skills. He seems to have strong learning disabilities when it comes to
reading or writing letters from the alphabet wall. Through the assessment process it
was also discovered that Gerrell had word identification and comprehension
problems. When giving a writing assignment Gerrell will start out good but then he
becomes frustrated and gives up. When ask for a verbal response to a question his
communication is below average and he either repeats the question over and over
or he says I dont know a lot. His behavior includes throwing hitting others and
foul language. Socially he gets along with the kids during lunch and recess.
Gerrell mom recently came back in to his life, and the grandmother has been
taking care of both Gerrell and his younger sister, family life seems to be stable and
grandmother attend all IEP and conferences set by the staff. Some of Gerrells
classroom challenges include trouble learning the connection between letters and
sounds, Slow to learn new skills a child has difficulty understanding what others are
saying or communicating out loud, struggle with reading and spelling. Currently
Gerrells teachers are looking for ways to increase Gerrells communication skills and to
motivate him to behave appropriately in the classroom.




References:
Scott, L. & Phillips, M. (2013). Assistive technology plan [Template]. College of
Education: Clinton, IA.
Edyburn, D. L. (2013). Inclusive technologies: Tools for helping diverse learners achieve
academic success. San Diego, CA: Bridgepoint Education, Inc.
http://futureofchildren.org/publications/journals/article/index.xml?journalid=45
&articleid=204&sectionid=1334

You might also like