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1. EDU 620 Week 6 Final
Project (Ash)
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2. EDU 620 Week 6 Final Project (Ash)
Focus of the Final Project
Over the past six weeks, you have learned about several disabilities and how
they impact a student’s learning experience. For the final project, you will be
asked to respond to several case studies. Each of these case studies involves a
specific disability and a unique set of issues for each of the identified
students. Your assignment is to respond uniquely to each of the scenarios. Your
responses should include the following elements:
§ Identification of the specific academic/behavioral issues that could be
addressed through assistive technology
§ Identification of at least three assistive technologies that will address the
academic/behavioral needs of each student
§ An overview of how each of the identified assistive technologies will be
implemented for the student.
§ A discussion of anticipated results based upon the use of the assistive
technologies for each of the case studies.
§ Responses must be supported with evidence from the text and at least two
additional scholarly resources.
Case Study #1
Emily is a five-year-old female student who is visually impaired. Emily has low
vision and has some independence. She is able to see letters and numbers with
amplification. In the past, Emily has been enrolled in a Head Start class with
typical peers. Emily experienced great success in her preschool classroom. She
had access to assistive technology that assisted her in participating in most
activities within the class. Emily will be starting kindergarten in the fall.
She will be in a general education class with typical peers. Emily’s parents,
and her IEP team, expect her to be fully included in most activities. Please
describe assistive technologies that will allow Emily to have access to grade
level content and to participate with her peers in the classroom.
Case Study #2
David is a third-grade student who has been identified as having a specific
learning disability in the areas of reading and written language. During David’s
last formal assessment, he was identified as reading two years below grade
level. Through the assessment process it was discovered that he had particular
difficulty with word identification and comprehension. Also, David refuses to
write. When given classroom writing prompts, David will often write only one
sentence. Interestingly, when given the opportunity to verbally respond to the
prompt, his answers are comprehensive and meet grade level standards for
content. Please identify several assistive technologies that may support David
in reading and writing.
Case Study #3
Michael is a ten-year-old boy who has a diagnosis of autism. He has little
language and will often act out when he does not get what he wants. His behavior
includes throwing items, hitting, and biting. His IEP identifies the use of
tangibles and the computer as a way to reinforce appropriate behavior. Michael’s
teacher is looking for ways to increase his communication and to motivate him to
behave appropriately in class. Please identify assistive technologies that can
support Michael in class.
Case Study #4
Holly is a sixteen-year-old female student in the eleventh grade. Holly suffers
from cerebral palsy and attends school through a combination of online and
physical campus. Holly is currently enrolled in English, math, social studies,
and several electives. She is close to grade level in all subject areas. Holly
has a desire to attend college after high school. Please describe the types of
assistive technology that can be used to provide her with access in the online
environment. Also, what types of technology can be used to support Holly in her
transition to college?
Your responses should be presented in an eight- to ten-page paper in addition to
the title and reference page using APA format.