The case study was conducted by two teachers from the ICT Resource Center for Special Education (CRTIC Chaves) in Portugal. They observed an 8-year-old student named Cristiana, who has quadriplegia, from April to May 2013 at the Schools Cluster Gomes Monteiro primary school. The study aimed to assess the impact of assistive technology for reading and writing on Cristiana's participation and learning, given her limited mobility and other functional impairments due to her medical condition.
Occupational performance in primary schoolchildren with special education needsKhinNyeinYin
Children’s occupational performance are activities of daily living, play/ leisure, social participation, education, and work. In developed countries, school-based therapy services are being provided for schoolchildren with special needs. The importance of these services in Malaysia is timely to be explored. This exploratory cross-sectional study identified occupational performance levels of primary schoolchildren with special needs in integrated special education programmes in Malaysia; children with intellectual disability, autism, attention deficit hyperactive disorder, Down syndrome, speech impairment, visual impairment, hearing impairment, and specific learning disorder. Researchers conducted Motor-Free Visual Perceptual Test Third Edition (MVPT-3), Beery-Buktenica Developmental Test of Visual-Motor Integration Fifth Edition (Beery-VMI), Test of Gross Motor Development – 2 (TGMD-2), Test of Hand Writing Skills-Revised (THS-R), and School Function Assessment (SFA) for 121 students. Results showed that 69.5% of the students scored very low to low average in MVPT-3 (median standard score = 70.0, Std. IQR = 37); 69.4% were very low to below average in Beery-VMI (mean standard score = 78.8, Std. deviation = 20.5); 73% were below age level raw score in TGMD-2; 72.8% were below average in THS-R (median standard score = 74.0, Std. IQR = 27.0); and 81% were below the criterion cut-off in school function. The children with below-normal MVPT, VMI, TGMD2, and THS scores, compared to the children with normal scores for these tests had significantly lower scores (p < 0.001). All the students had impairment in occupation performance at least in one area. This study recommends school-based occupational therapy and other rehabilitation services in the school system in Malaysia.
Occupational performance in primary schoolchildren with special education needsKhinNyeinYin
Children’s occupational performance are activities of daily living, play/ leisure, social participation, education, and work. In developed countries, school-based therapy services are being provided for schoolchildren with special needs. The importance of these services in Malaysia is timely to be explored. This exploratory cross-sectional study identified occupational performance levels of primary schoolchildren with special needs in integrated special education programmes in Malaysia; children with intellectual disability, autism, attention deficit hyperactive disorder, Down syndrome, speech impairment, visual impairment, hearing impairment, and specific learning disorder. Researchers conducted Motor-Free Visual Perceptual Test Third Edition (MVPT-3), Beery-Buktenica Developmental Test of Visual-Motor Integration Fifth Edition (Beery-VMI), Test of Gross Motor Development – 2 (TGMD-2), Test of Hand Writing Skills-Revised (THS-R), and School Function Assessment (SFA) for 121 students. Results showed that 69.5% of the students scored very low to low average in MVPT-3 (median standard score = 70.0, Std. IQR = 37); 69.4% were very low to below average in Beery-VMI (mean standard score = 78.8, Std. deviation = 20.5); 73% were below age level raw score in TGMD-2; 72.8% were below average in THS-R (median standard score = 74.0, Std. IQR = 27.0); and 81% were below the criterion cut-off in school function. The children with below-normal MVPT, VMI, TGMD2, and THS scores, compared to the children with normal scores for these tests had significantly lower scores (p < 0.001). All the students had impairment in occupation performance at least in one area. This study recommends school-based occupational therapy and other rehabilitation services in the school system in Malaysia.
Este guia de como abrir uma empresa no Brasil está com dizeres errôneos , pois diz que empresa LTDA e S/A são empresas estrangeiras no Brasil , dado como aberta por uma pessoa brasileira, passando á ser proprietário da empresa em questão ou seja seu representante legal com seu CPF e fazendo abertura feito pelo Banco Central Brasileiro e não fala nada da Sociedade estrangeira no brasil configurando filial brasileira da Sociedade estrangeira ..
Kubbu use with special needs students ( Autism spectrum disorder and ADHD) ,
Abstract – The purpose of our study is to prove the effect of
using a web 2.0 technology tool, Kubbu, on the learning
process and performance for the students with special needs.
These students show various difficulties which could be
physical, emotional, behavioral, or learning related, that cause
the student to need additional accommodation or adaptation.
The research started by interviewing teachers and
student’s parents with special needs, and conducting a
survey with the many professionals who work with
students. Then implement activities with Grade 4 class
using Kubbu. The results showed positive impact of
using this tool in facilitating the learning process of the
students, as a great performance level
Este guia de como abrir uma empresa no Brasil está com dizeres errôneos , pois diz que empresa LTDA e S/A são empresas estrangeiras no Brasil , dado como aberta por uma pessoa brasileira, passando á ser proprietário da empresa em questão ou seja seu representante legal com seu CPF e fazendo abertura feito pelo Banco Central Brasileiro e não fala nada da Sociedade estrangeira no brasil configurando filial brasileira da Sociedade estrangeira ..
Kubbu use with special needs students ( Autism spectrum disorder and ADHD) ,
Abstract – The purpose of our study is to prove the effect of
using a web 2.0 technology tool, Kubbu, on the learning
process and performance for the students with special needs.
These students show various difficulties which could be
physical, emotional, behavioral, or learning related, that cause
the student to need additional accommodation or adaptation.
The research started by interviewing teachers and
student’s parents with special needs, and conducting a
survey with the many professionals who work with
students. Then implement activities with Grade 4 class
using Kubbu. The results showed positive impact of
using this tool in facilitating the learning process of the
students, as a great performance level
Teaching Strategies and Functional Skills of Learners with Special Educationa...ijtsrd
This study investigated the influence of teaching strategies in developing the functional skills of Learners with Special Educational Needs in the Division of Toledo City during the school year 2018 2019 as a basis for the intervention plan. It utilized the descriptive statistics to appropriately present, describe, analyze and infer the responses of the respondent groups through survey questionnaires. Fortunately, the researcher was able to get the total population of the group respondents. There were 43 subjects and 13 respondents. Data on the profile of the subjects and respondents were considered. The distribution of the learners as to identify the functional skills and strategies employed by the teachers in teaching functional skills to Learners with Special Educational Needs were the main concern of this study. Based on the findings, it is concluded that there is a need for an intervention plan so the needs of the Learners with Special educational Needs will be addressed. Though teachers already employed various teaching strategies and interventions to stimulate the development of the learners’ critical and analytical thinking and independent learning, but still there is a room for employing new strategies and interventions to enrich the classroom instructions as the teachers observed some difficulties on their learning process. The world is changing and advancing day by day, so teachers need to be technology savvies as well, in order to meet new global emerging demands. Dr. Richie L. Labajo "Teaching Strategies and Functional Skills of Learners with Special Educational Needs" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-7 , December 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52310.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/52310/teaching-strategies-and-functional-skills-of-learners-with-special-educational-needs/dr-richie-l-labajo
With the hot topic of ICT-enabled innovations for learning, the Learning at Home and in the Hospital - LeHo project will be kicked-off in January 2014.
Teachers’ Experiences in the Implementation of Modular Distance LearningAJHSSR Journal
ABSTRACT:The continuity of learning in this time of pandemic brought challenges to many countries. This
so called “Education in the New Normal” brought new teaching experiences for teachers. This study aimed to
narrate the teachers‟ experiences in the implementation of Modular Distance Learning. Findings revealed that
teachers in Modular Distance Learning performs a variety of function such as preparing and distributing
modules, tracking learner‟s progress and doing a lot of paper works and need upskilling to manage this learning
modality.Teachers adjust in the implementation of Modular Distance Learning through adjusting their new
routine. Monitoring and evaluating learner‟s progress and delivering quality instruction are the difficulties that
teachers experienced in shifting from face-to-face into Modular Distance Learning and the key factors that
challenged the implementation of Modular Distance Learning are the availability of quality resource materials
and attainment of learning competencies. Based on the findings of this study, the researcher recommends
simplification of modules and provide and deliver adequate supply of ready-made modules on time. There is a
need to strengthen the communication between teachers, parents and learners.
KEYWORDS –Experiences, Modular Distance Learning, Modules, Pandemic, Teachers,
Dynamic Learning Program for Millennial Learnersijtsrd
This research determined the effectiveness of Dynamic Learning Program for the six science process skills of our Grade 9 millennial learners of Soom Integrated School, Trinidad, Bohol, Philippines. These six science process skills are observing, communicating, classifying, inferring, measuring and predicting. Fifty three students were the respondents of the study and quasi experimental method was used. To determine the significant mean difference, z test was used. The target topics of the experiment were the three modules of the third grading period Volcanoes, Climate and Constellation. Findings revealed that Dynamic Learning Program helped students obtain higher academic performance in science, thus the six science process skills were enhanced and developed. Post test data rejected the null hypothesis there was a significant difference between the pre test and post test scores of the student. An enriched Dynamic Learning Program was designed to address the issue on low performance in science subject. Jenny P. Manatad "Dynamic Learning Program for Millennial Learners" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-5 , August 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31740.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31740/dynamic-learning-program-for-millennial-learners/jenny-p-manatad
Fantastic Fingers® Fine Motor Program - www.learnwithmyfantasticfingers.comIngrid C. King
Learn more about fine motor skills including facts from fine motor research and a comprehensive fine motor program which improves children's fine motor skills in preparation for success at school. Fantastic Fingers® is an effective fine motor program developed by occupational therapist Ingrid C. King. It is suitable for children ages 4+ as part of a school readiness programme. The songs and games can also be used to help older children with special needs as part of an occupational therapy program. Visit www.learnmyfantasticfingers.com and www.facebook.com/myfantasticfingers
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. 2
Introduction
This case study was elaborated in the scope of the european project SENnet and it
takes place in the Schools Cluster Gomes Monteiro, Boticas, in Portugal.
Its purpose is to research the impact of inclusive technology used by a pupil with
permanent disability, in a mainstream school. The pupil’s condition affects her
activity and participation, who is unable to carry out daily life routines. The
assistive technology helps her to minimize certain limitations, allowing access to
the curriculum.
The pupil’s functioning profile is described as well as the physical environment
that surrounds her, according to the International Classification of Functioning,
Disability and Health from the World Health Organization, which was adopted by SEN
legislation in Portugal, and its components of activity, participation and environment are
relevant for children and youth attending school.
The evaluation process for assigning assistive technology is reported, held at the
ICT Resource Centre for Special Education (CRTIC Chaves).
The analysis of this pupil’s case is contextualized in the regular classroom with the
involvement of the staff and parents in order to promote her inclusion and autonomy.
Who conducted the case study?
The ICT Resource Center for Special Education (CRTIC-Chaves) is located in the
region of Trás-os-Montes. This region has a unique landscape and rich cultural
heritage.
The main economic resources are based in agriculture, cattle ranching and
commerce in urban centers.
The Centre is situated in a geographical location with good accessibility. It is
opened to the entire educational community that is supposed to cover and, among
other duties, aims to respond appropriately to the specific needs of the pupils in a
personalized way, with the support of qualified staff and special equipment and
adapted materials. The target population consists of all pupils with permanent
3. 3
limitations regarding activity and participation in one or more life areas, due to
functional and structural body alterations, resulting in permanent difficulties in
communicating and learning and limitations in mobility, autonomy, interpersonal
and social participation, from Early Childhood through Secondary Education.
The team that conducted the study consists of two teachers working at the CRTIC
Chaves - Maria Adalgisa Ferreira da Silva Babo and Joaquim Virgílio Perfeito
Ribeiro, both specialized in the field of mental / motor disability, with a career of
over 25 years in special education.
The teachers have technical skills that allows them to handle and advise the use of
assistive technology and assess pupils’ needs in different contexts.
Institution where the case study was conducted
Schools Cluster Gomes Monteiro – Primary School of Boticas.
Date (beginning and end of case study)
From 12th January to 23rd May
Period of observation (beginning and end)
From 1st April to 23rd May 2013
Pupil’s age
Cristiana is 8 years old
Context
The Primary School (Schools Cluster Gomes Monteiro) is situated in the village of Boticas.
The municipality of Boticas is located in the North of Portugal, in the province of Trás-os-
Montes, Vila Real district, Alto Tras-os-Montes. It is also part of the Municipalities
Association of Alto Tamega (AMAT).
4. 4
It extends as far as 322.41 km2 and has about 5,750 inhabitants (census 2011).
This school serves the whole municipality and is installed in a recent building, 12 years in
operation.
The total number of students is about 420, distributed by school years, from grade 1 up to
9 years of compulsory schoolingi.
About 16% of the population of the municipality has not completed compulsory education,
46% have primary schooling, 11% have the 2nd cycle of basic education and 10% have the
3rd cycle. About 10% have secondary education, attended in the town of Chaves at a
distance of 25 kilometers from the village of Boticas.
OBJECTIVES (general and specific objectives)
The main purpose is to assess the impact of using assistive technology for reading and
writing by a pupil with tetraparesis, neuromuscular problems of unknown etiology.
The objectives are:
To observe the interaction of the student with assistive devices;
To verify the best use of devices supporting the teaching / learning process;
To check the need for more effective devices
Bibliography and references
ABC.MED.BR, 2013. Tetraplegia: o que é? Quais as causas e os sintomas? Como é o
tratamento? Disponível em: <http://www.abc.med.br/p/348064/tetraplegia-o-que-e-
quais-as-causas-e-os-sintomas-como-e-o-tratamento.htm>.
Ainscow, M. (1997). Educação para todos: torná-la uma realidade. In Caminhos para as
escolas inclusivas, pp. 11-31. Lisboa: Instituto de Inovação Educacional.
Barthorpe, T. (1989). Curriculum accesses for all. Ed. Mike Hinson-Longman
Batshaw, Mark L.; PERRET, Yvonne M.; “ Criança com Deficiência – Uma Orientação
Médica“; 1ª Edição, 1990, Livraria Santos Editora
Bautista, Rafael, et al; “Necessidades Educativas Especiais”; 1ª Edição, 1997, DINALIVRO.
Crespo, Alexandra et al; “ Educação Especial - Manual de Apoio à Prática”, 2008, Ministério
da educação – DGIDC
5. 5
Pereira, Filomena;“ Educação Inclusiva da Retórica à Prática – Resultados do plano de Ação
2005 - 2009”, 2009, DGIDC e DSEEASE
Stainback, S.; Stainback, W.; Jackson, J.H. (1999). Hacia las aulas inclusivas. In Susan
William (Coord.), Aulas Inclusivas. Madrid: Narcea Editores
Decreto-Lei nº 3/2008, de 7 de janeiro
Classificação Internacional da Funcionalidade, Incapacidade e de Saúde- CIF-CJ
http://moodle.dgidc.min-edu.pt/
http://www.dgidc.min-edu.pt/educacaoespecial/index.php?s=directorio&pid=58
Methodology and tools
The methodology followed the case study approach , a descriptive study focused on a
pupil. It used different tools to analyze the case:
- Document analysis
- Comments
- Meetings
- Interviews with SEN teacher, class teacher, mother
- Video recording in school
Pupil’s Functioning Profile
According to medical report, Cristiana has a neuromuscular disease of unknown etiology.
She was subjected to tracheotomy since neonatal period, requiring mechanical ventilation.
The mobility is severely affected, she moves in a wheelchair, with pad positioning and
stabilization.
She presents serious difficulty in the respiratory system, specifically the breathing
function (b440.3)ii
With regard to the neuromuscular skeletal functions, the child has the mobility impaired,
presenting a severe dysfunction of mobility of the joints and bones (b710.3), control of
voluntary movement (b760.3), involuntary movement functions (b765.3) and sensations
related to muscles and movement (b 780.3) - also presents severe disability in functions
related to muscle power (b730.3), muscle tone (b735.3), muscle endurance (b740.3),
motor reflexes (b750.3) gait pattern dysfunction (b770.4).
6. 6
She has serious difficulty in changing the basic positions of the body (d410.3) and
maintaining body position (d415.3). She reveals difficulty in performing tasks such as
lifting and carrying objects (d430.2), and difficulty in moving objects with lower limbs
(d435.4) has severe difficulty in performing fine motor activities with the hands (d 440.3)
and is not capable of using the foot (d446.4), floor (d450.4) and move (d455.3).
This condition affects seriously her activity and participation, limiting it to general tasks
and requirements. She presents a moderate deficit in carrying out multiple tasks (d220.2),
to carry out the daily routine (d230.2), and a slight deficit in performing simple tasks
(d210.1).
Regarding self-care, the pupil has a hard time taking care of her body parts (d520.3) to
wash or dry up (d510.3).
She has difficulties to perform tasks and coordinate gestures to dress up (d540.3), eating
(d550.2), drinking (d560.1) and cannot take care of her own safety (d571.3).
The pupil requires continued support by an adult to perform the tasks, since all areas of
her behavior are compromised. She performs learning activities using a computer, yet
reveals tiredness in their realization, particularly in literacy and numeracy. She expresses
difficulty in concentrating, paying and maintaining attention to problems, distracting
herself for no apparent reason (d160.2).
She reveals slight difficulty in solving simple problems (d175.1) due to impaired judgment
and concentration. Unrelated data provided in order to find possible solutions to the
resolution. She has difficulties in formulating and sorting ideas, concepts and images. Due
to her muscle problem, she has great difficulties in manipulating objects for learning
(d131.2). She is not able to write independently with the help of computer (d145.1).
Reveals uncertainty in knowledge and always needs guidance from the teacher.
Her mother shows great concern and attention in monitoring her school and social life.
Schoolfellows also act as facilitators (e325.2). She is well accepted by peers, they include
her in games and are always available to help.
Educational Measures
Based on this assessment CRTIC Chaves has recommended the following educational
measures in the framework of Decree-Law No. 3/2008 of 7 January, to be implemented:
a) Article 17 - Personalized Pedagogical Support
7. 7
Strategies reinforcement to develop together with the student in her group / class,
in the organization of space and activities:
o the same classroom for all subjects (except PE/Gym);
o organization of the space of the classroom, adequate positioning of the
pupil, close to the whiteboard;
o use of adapted desk to prevent incorrect postures;
o use of whiteboard in the classroom.
Skills reinforcement to develop a SEN specific program shared with the family:
o program to develop skills in the use of assistive technology, encouraging its
use and daily application in different contexts.
b) Article 18 - Individual Curricular Adaptations
Exemption of activity proved difficult to implement due to pupil’s disability
c) Article 20 - Adaptations in the assessment process
Change of type of test:
o delivery of assessment tools in digital format made available in the pupil’s
computer
Assessment tools:
o oral participation, worksheets, summative tests, formative records, team
work and other evaluation tools specific to different subjects.
Assessment terms:
o promotion of oral assessment;
o Office software use to record and evaluate in digital format;
o extending testing time and exams, 30 minutes extra and in a separate
room.
d) Article 22 - Assistive Technologies
o Use of assistive technology in different contexts in daily life:
• personal computer laptop;
• kids keyboard;
• kidtrack;
• adapted desk.
8. 8
Teaching Methodology
The SEN teacher supports class teacher reinforcing writing and reading skills in the use of
special software, namely «Aventuras II» as well as Office software (Word).
Aventuras II allows every pupil to use its own workbook. Contents produced by the pupil
are added as evidence of what the pupil learns. The pupil writes sentences, expressions or
words, adds images, photos or drawings, illustrates words with drawings associating
them, divides sentences. Pupils can record their own voice associating text and image.
This software helps to improve language skills, since it includes portuguese texts for
reading practice and many proverbs. It includes ready-made thematic workbooks, but the
teacher also produces some thematic contents so that the pupils may explore and learn.
The software has 5 educational games; (i) spider game which connects words to images;
(ii) ant game which produces words with two syllables; (iii) bee game which produces
words with 3 syllables; (iv) monkey game which stimulates to write names corresponding
to images, with audio feature; (v) cat game to order elements of a sentence or phrase.
Teachers promote the use of assistive technology recommended by CRTIC, stimulating its
daily use in different contexts, either at school or at home.
Tests are adapted to digital format suitable to Cristiana’s needs, so that equal
opportunities with peers are guaranteed.
The SEN teacher gives support 3 days a week in the classroom to Cristiana.
Pedagogical situation
The muscle tone does not allow Cristiana to hold objects effectively and therefore
the use of the hand is seriously compromised, since it cannot hold a pencil, pen,
spoon, etc.. This condition affects school attendance since all handling,
conventional means of performing tasks is damaged (writing on paper, painting on
paper, book reading, editing / paper, etc.).
With regard to our assessment, held for the first time in 2010, we have tried
various peripherals for accessibility, since the conventional mouse at home in
family PC could not be manipulated by the child. She uses KidTrac, Joystick,
Helpijoy in free computer games. Yet none of these peripherals have the desired
9. 9
effect, as they require, apart from handling and coordination, some hand muscle
strength. We’ve experimented finally, IntelliKeys and this type of keyboard is the
most appropriate for the pupil, as it is flat and the student may exert pressure on
the keys using the entire surface of her hand. This device was used by the pupil to
introduce her to the computer.
Later on, in 2012, the characteristics of functionality of Cristiana led us to consider
that her performance in reading and writing might improve, if she used the
following devices, experimented during reassessment:
"Kids Keyboard" (Lifetech product): considering its bright colours and
larger size keys (than the conventional ones), for better distinction of
letters, numbers and symbols, which enables better learning, reading and
writing and is easy to use. The keys are sturdy and responsive to the fingers
of the child. It also has a USB connection and software plug-in);
"KidTRAC" mouse: trackball with shape and dimension that allows
adequate hand support. Very easy to use, connects to computer through a
USB port and starts running automatically).
The pupil uses these products with "Office" software. However, we have advised the use
of "Adventures II" software as well, also tested, since it can be used systematically and in
an organized way, used as individual workbook, a virtual environment for easy self-
correction.
The next step for a future reevaluation will take place when the pupil will have acquired
the reading and writing skills. Then, we’ll test the use of virtual keyboards with auto scan
and selection with a pressure switch.
Collaborators in the study
Pupil - Cristiana Borges Afonso
Parent - Anabela Borges Afonso
Class teacher - Rosária Moura Martins
SEN teacher - Maria Júlia Natividade
10. 10
Links (complementary to study)
Video of Cristiana in the classroom environment
https://dl.dropboxusercontent.com/u/28022157/CRTIC%20Chaves_Cristiana_Portugal_2013.
m2p
https://dl.dropboxusercontent.com/u/28022157/CRTIC%20Chaves_Cristiana_Portugal_2013.
wmv
https://dl.dropboxusercontent.com/u/28022157/CRTIC%20Chaves_Cristiana_Portugal_2013.
mov
http://youtu.be/Z4da8KMka60
Powerpoint (PT version) - http://www.slideshare.net/slideshow/embed_code/24837683
Powerpoint (EN version) - http://www.slideshare.net/idabrandao/case-study-se-
nnetchaves2013en
i
At present, compulsory schooling is 12 years in Portugal, from 5 years old (pre-school) to 18 years old,
stated by law in 2009 (Lei n.º 85/2009, de 27 de agosto)
ii
The International Classification of Functioning (ICF – Children and Youth) is adopted by SEN law in
Portugal, since 2008 (D.L. nº 3/2008, 7 de janeiro)