Part Creating a Visual Support technology to.pdf
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This document provides guidance for creating a visual support tool to help a kindergarten student named Ali participate more effectively in classroom activities and routines. It describes Ali's difficulties with school transitions and following directions due to receptive and expressive language delays. The creator of the visual support is instructed to choose from a first-then board, behavior support ring, or category sorting task to address Ali's goal of understanding or self-regulation. The support must have clear visuals and text, relevant images, and colors that don't distract. Additional assistive tools are to be suggested to the educator.
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At grade level
One year below grade level
Both (Reading mostly for task completion and focus)
Yes
William
Low SES
White
Male
Other health impairment (OHI) ADHD, dyslexia, and speech impairment: Difficulty organizing thoughts for communication (fluency), verbal stutter, task completion, reversing letters, difficulty with reading comprehension, and hyper focuses.
Two years below grade level
One year below grade level
Both
No
Self-Contained Special Education (Mild to Moderate)
Student Name
Socioeconomic
Status
Ethnicity
Gender
IEP Identification
Reading
Performance Level
Math Performance
Level
Internet Available
at Home
Eduardo
Low SES
Hispanic
Male
ASD: Difficulty with daily routines and self-help, verbal communication, social interactions, social-emotional reciprocity, and exhibits repetitive actions.
One year below grade level
Two years below grade level
No
Jade
Mid SES
African American
Female
Language processing disorder: Moderate difficulty gaining meaning from spoken language as well as frustration with speaking, poor reading comprehension, and difficulty with memory retention.
Two years below grade level
Two years below grade level
Yes
Kendyl
Mid SES
White
Female
ASD and moderate multiple disabilities (sensory impairment and cognition and adaptive skills delays): Difficulty with expression. Difficulty with fine and gross motor skills and communications and social interactions.
Two years below grade level
One year below grade level
Yes
Parker
Low SES
White
Male
Emotional disturbance oppositional defiant disorder (ODD) and dyscalculia: Aggressive towards oth ...
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