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.