Case​ ​Study:​ ​Franco,​ ​A​ ​Student​ ​With​ ​Cerebral​ ​Palsy​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​1

Case​ ​Study:​ ​Franco,​ ​A​ ​Student​ ​with​ ​Cerebral​ ​Palsy

Joseph​ ​DiBello

NYIT
Case​ ​Study:​ ​Franco,​ ​A​ ​Student​ ​With​ ​Cerebral​ ​Palsy​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​2

Case​ ​Study:​ ​Franco,​ ​A​ ​Student​ ​With​ ​Cerebral​ ​Palsy

Student

Franco​ ​is​ ​an​ ​6th​ ​grade​ ​student​ ​who​ ​has​ ​lived​ ​his​ ​whole​ ​life​ ​with​ ​cerebral​ ​palsy,​ ​also

known​ ​as​ ​CP.​ ​CP​ ​is​ ​a​ ​physical​ ​disability​ ​that​ ​affects​ ​movement​ ​and​ ​posture.​ ​It​ ​is​ ​an​ ​umbrella

term​ ​that​ ​refers​ ​to​ ​a​ ​large​ ​group​ ​of​ ​disorders​ ​that​ ​all​ ​affect​ ​how​ ​the​ ​brain​ ​communicates​ ​with

different​ ​muscle​ ​groups.​ ​This​ ​often​ ​leads​ ​to​ ​loss​ ​of​ ​muscle​ ​control,​ ​muscle​ ​tone,​ ​reflex,​ ​and​ ​even

the​ ​ability​ ​to​ ​move​ ​certain​ ​body​ ​parts​ ​completely​ ​(CDC).​ ​Franco​ ​was​ ​diagnosed​ ​when​ ​he​ ​was

just​ ​over​ ​a​ ​year​ ​old​ ​and​ ​the​ ​symptoms​ ​gradually​ ​became​ ​worse​ ​over​ ​time​ ​until​ ​plateauing​ ​around

4th​ ​grade.

He​ ​has​ ​been​ ​enrolled​ ​in​ ​private​ ​special​ ​needs​ ​schools​ ​due​ ​to​ ​the​ ​fact​ ​that​ ​he​ ​has​ ​lived​ ​in

his​ ​wheelchair​ ​for​ ​his​ ​entire​ ​career​ ​as​ ​a​ ​student.​ ​He​ ​has​ ​managed​ ​the​ ​disability​ ​quite​ ​well​ ​and​ ​is​ ​a

very​ ​bright​ ​child.​ ​He​ ​often​ ​scored​ ​in​ ​the​ ​90th​ ​percentile​ ​of​ ​his​ ​peers​ ​at​ ​his​ ​last​ ​school​ ​in​ ​both

math​ ​and​ ​english.​ ​He​ ​loves​ ​to​ ​read​ ​and​ ​generally​ ​reads​ ​multiple​ ​books​ ​per​ ​month​ ​that​ ​are​ ​usually

above​ ​his​ ​grade​ ​level.​ ​His​ ​critical​ ​thinking​ ​skills​ ​are​ ​excellent​ ​however​ ​they​ ​often​ ​don’t​ ​translate

into​ ​his​ ​science​ ​classes.​ ​He​ ​generally​ ​struggles​ ​with​ ​spatial​ ​tasks​ ​and​ ​will​ ​often​ ​become

frustrated​ ​when​ ​dealing​ ​with​ ​more​ ​abstract​ ​concepts.​ ​Though​ ​Franco​ ​finds​ ​writing​ ​difficult​ ​he

often​ ​will​ ​try​ ​his​ ​best​ ​and​ ​can​ ​achieve​ ​satisfactory​ ​penmanship​ ​for​ ​short​ ​periods​ ​of​ ​time​ ​He​ ​can

also​ ​type​ ​for​ ​longer​ ​periods.​ ​However,​ ​some​ ​days​ ​he​ ​finds​ ​his​ ​symptoms​ ​are​ ​worse​ ​and​ ​cannot

type​ ​or​ ​write.​ ​This​ ​will​ ​be​ ​the​ ​first​ ​year​ ​that​ ​he​ ​will​ ​be​ ​attending​ ​a​ ​general​ ​education​ ​class.

Because​ ​of​ ​this​ ​he​ ​is​ ​very​ ​nervous​ ​that​ ​his​ ​fellow​ ​classmates,​ ​who​ ​he​ ​does​ ​not​ ​know​ ​due​ ​to

attending​ ​another​ ​school,​ ​ ​will​ ​not​ ​be​ ​inclusive​ ​with​ ​him.​ ​This​ ​has​ ​cause​ ​Franco​ ​a​ ​fair​ ​amount​ ​of

anxiety​ ​leading​ ​up​ ​to​ ​the​ ​school​ ​year.

Case​ ​Study:​ ​Franco,​ ​A​ ​Student​ ​With​ ​Cerebral​ ​Palsy​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​3

Environment

Franco’s​ ​home​ ​life​ ​is​ ​relatively​ ​normal.​ ​He​ ​lives​ ​a​ ​relatively​ ​affluent​ ​town​ ​along​ ​with​ ​his

Mother​ ​and​ ​Father​ ​and​ ​his​ ​brother.​ ​His​ ​Father​ ​works​ ​long​ ​hours,​ ​commuting​ ​to​ ​the​ ​city​ ​nearby

and​ ​his​ ​Mother​ ​quit​ ​her​ ​job​ ​when​ ​he​ ​was​ ​born​ ​to​ ​support​ ​him.​ ​His​ ​brother​ ​is​ ​3​ ​years​ ​younger​ ​but

they​ ​are​ ​still​ ​very​ ​close.​ ​Franco​ ​gets​ ​along​ ​with​ ​a​ ​lot​ ​of​ ​his​ ​brothers​ ​friends​ ​but​ ​since​ ​they​ ​are

younger,​ ​they​ ​will​ ​not​ ​yet​ ​be​ ​attending​ ​school​ ​with​ ​him.

Franco​ ​will​ ​be​ ​attending​ ​the​ ​regular​ ​public​ ​school​ ​in​ ​the​ ​district​ ​with​ ​which​ ​he​ ​lives.​ ​The

middle​ ​school​ ​and​ ​high​ ​school​ ​are​ ​attached​ ​and​ ​the​ ​total​ ​population​ ​is​ ​around​ ​1300​ ​students,​ ​the

middle​ ​school​ ​having​ ​just​ ​under​ ​600​ ​students.​ ​The​ ​building​ ​is​ ​modern​ ​and​ ​most​ ​if​ ​not​ ​all​ ​of​ ​the

locations​ ​with​ ​which​ ​Franco​ ​will​ ​be​ ​using​ ​are​ ​wheelchair​ ​accessible.​ ​Franco​ ​will​ ​all​ ​have​ ​a​ ​one

to​ ​one​ ​aid​ ​who​ ​will​ ​be​ ​supporting​ ​him​ ​all​ ​year.​ ​This​ ​case​ ​study​ ​will​ ​be​ ​focusing​ ​on​ ​Franco’s

science​ ​class.​ ​His​ ​teacher​ ​has​ ​already​ ​prepared​ ​the​ ​classroom​ ​for​ ​his​ ​arrival.​ ​He​ ​has​ ​been​ ​given​ ​a

seat​ ​near​ ​the​ ​door​ ​of​ ​the​ ​room​ ​due​ ​to​ ​emergency​ ​procedure​ ​with​ ​a​ ​desk​ ​that​ ​accommodates​ ​his

wheelchair.​ ​He​ ​will​ ​be​ ​leaving​ ​class​ ​five​ ​minutes​ ​early​ ​in​ ​order​ ​to​ ​make​ ​it​ ​to​ ​his​ ​next​ ​class​ ​which

means​ ​he​ ​will​ ​be​ ​missing​ ​a​ ​significant​ ​amount​ ​of​ ​class​ ​time.​ ​It​ ​should​ ​also​ ​be​ ​known​ ​that​ ​Franco

will​ ​be​ ​taking​ ​longer​ ​than​ ​normal​ ​breaks​ ​to​ ​use​ ​the​ ​bathroom.​ ​These​ ​gaps​ ​in​ ​instruction​ ​are

estimated​ ​to​ ​add​ ​up​ ​to​ ​a​ ​significant​ ​amount​ ​of​ ​missed​ ​class​ ​time​ ​over​ ​the​ ​course​ ​of​ ​the​ ​year.​ ​In​ ​a

meeting​ ​with​ ​the​ ​school,​ ​the​ ​special​ ​education​ ​department​ ​has​ ​given​ ​Franco​ ​access​ ​to​ ​a​ ​computer

for​ ​moist​ ​if​ ​not​ ​all​ ​in-class​ ​tasks.​ ​The​ ​school​ ​has​ ​a​ ​one​ ​to​ ​one​ ​iPad​ ​program​ ​for​ ​students​ ​and​ ​he

will​ ​be​ ​using​ ​that​ ​as​ ​his​ ​primary​ ​device.

Case​ ​Study:​ ​Franco,​ ​A​ ​Student​ ​With​ ​Cerebral​ ​Palsy​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​4

Task

The​ ​lesson​ ​we​ ​will​ ​be​ ​looking​ ​at​ ​will​ ​be​ ​a​ ​research​ ​and​ ​inquiry​ ​based​ ​project​ ​assessment

in​ ​a​ ​science​ ​class.​ ​Students​ ​will​ ​be​ ​working​ ​cooperatively​ ​to​ ​send​ ​information​ ​using​ ​light.​ ​This

activity​ ​will​ ​tie​ ​together​ ​concepts​ ​of​ ​communication​ ​with​ ​New​ ​York’s​ ​next​ ​generation​ ​science

standards.​ ​Students​ ​will​ ​be​ ​doing​ ​research,​ ​designing,​ ​and​ ​engineering​ ​a​ ​solution​ ​where​ ​they

communicate​ ​with​ ​groupmates​ ​in​ ​other​ ​rooms.

Lesson: Communicating​ ​with​ ​Lights

Time: 5​ ​hours

Grade: 6

Subject: Science

Standards​ ​Addressed ● MS-PS4-1​ ​Develop​ ​a​ ​model​ ​and​ ​use​ ​mathematical

representations​ ​to​ ​describe​ ​waves​ ​that​ ​includes​ ​frequency,
wavelength,​ ​and​ ​how​ ​the​ ​amplitude​ ​of​ ​a​ ​wave​ ​is​ ​related​ ​to
the​ ​energy​ ​in​ ​a​ ​wave.
● MS-PS4-2​ ​Develop​ ​and​ ​use​ ​a​ ​model​ ​to​ ​describe​ ​that​ ​waves
are​ ​reflected,​ ​absorbed,​ ​or​ ​transmitted​ ​through​ ​various
materials.
● MS-PS4-3​ ​Integrate​ ​qualitative​ ​scientific​ ​and​ ​technical
information​ ​to​ ​support​ ​the​ ​claim​ ​that​ ​digitized​ ​signals​ ​are​ ​a
more​ ​reliable​ ​way​ ​to​ ​encode​ ​and​ ​transmit​ ​information​ ​than
analog​ ​signals.
● MS-ETS1-1​ ​Define​ ​the​ ​criteria​ ​and​ ​constraints​ ​of​ ​a​ ​design
problem​ ​with​ ​sufficient​ ​precision​ ​to​ ​ensure​ ​a​ ​successful
solution,​ ​taking​ ​into​ ​account​ ​relevant​ ​scientific​ ​principles
and​ ​potential​ ​impacts​ ​on​ ​people​ ​and​ ​the​ ​natural
environment​ ​that​ ​may​ ​limit​ ​possible​ ​solutions.
Case​ ​Study:​ ​Franco,​ ​A​ ​Student​ ​With​ ​Cerebral​ ​Palsy​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​5

Description: Research​ ​Part​ ​1:​ ​Students​ ​will​ ​research​ ​the​ ​electromagnetic

spectrum​ ​which​ ​will​ ​have​ ​been​ ​previously​ ​introduced​ ​in​ ​class.
They​ ​will​ ​focus​ ​on​ ​visible​ ​or​ ​invisible​ ​means​ ​of​ ​sending​ ​waves
from​ ​one​ ​place​ ​to​ ​another.​ ​Their​ ​research​ ​will​ ​inform​ ​them​ ​of​ ​how
to​ ​intercept​ ​and​ ​read​ ​these​ ​waves​ ​(i.e​ ​a​ ​remote​ ​and​ ​tv​ ​receiver​ ​or
simply​ ​viewing​ ​a​ ​laser​ ​on​ ​a​ ​diffusely​ ​reflective​ ​surface.)

Research​ ​Part​ ​2:​ ​Students​ ​will​ ​research​ ​non-audible​ ​methods​ ​of

communication.​ ​They​ ​will​ ​aim​ ​their​ ​research​ ​to​ ​include​ ​methods
that​ ​will​ ​be​ ​do-able​ ​using​ ​light​ ​only.​ ​(i.e.​ ​morse​ ​code)

Design:​ ​will​ ​draw​ ​a​ ​scale​ ​model​ ​of​ ​the​ ​surrounding​ ​classrooms​ ​and
will​ ​then​ ​be​ ​assigned​ ​a​ ​classroom​ ​they​ ​will​ ​need​ ​to​ ​communicate
with.​ ​From​ ​here​ ​they​ ​will​ ​devise​ ​a​ ​plan​ ​on​ ​how​ ​they​ ​are​ ​going​ ​to
send​ ​the​ ​information​ ​to​ ​their​ ​assigned​ ​classroom.

Lab​ ​Report:​ ​They​ ​will​ ​then​ ​be​ ​individually​ ​writing​ ​a​ ​lab​ ​report
including​ ​a​ ​review​ ​of​ ​literature,​ ​materials​ ​list,​ ​procedure,​ ​and
discussion​ ​of​ ​their​ ​plan.​ ​This​ ​will​ ​be​ ​submitted​ ​digitally​ ​on​ ​google
classroom.

Performance​ ​Assessment:​ ​On​ ​the​ ​day​ ​of,​ ​the​ ​students​ ​will​ ​be​ ​given
a​ ​phrase​ ​that​ ​must​ ​be​ ​sent​ ​to​ ​another​ ​room.​ ​The​ ​teacher​ ​will​ ​break
the​ ​group​ ​up,​ ​sending​ ​the​ ​receiving​ ​members​ ​to​ ​the​ ​target​ ​room.
The​ ​students​ ​will​ ​then​ ​be​ ​given​ ​a​ ​phrase​ ​and​ ​told​ ​to​ ​send​ ​it​ ​to​ ​their
receiving​ ​partners.​ ​The​ ​teacher​ ​will​ ​then​ ​check​ ​with​ ​the​ ​partners
and​ ​see​ ​if​ ​they​ ​were​ ​able​ ​to​ ​decode​ ​the​ ​message​ ​correctly.

Reflection:​ ​The​ ​students​ ​will​ ​then​ ​write​ ​and​ ​add​ ​a​ ​conclusion​ ​to
their​ ​lab​ ​report​ ​reflecting​ ​on​ ​their​ ​experience.​ ​They​ ​should​ ​cite
specific​ ​problems​ ​with​ ​their​ ​procedures​ ​and​ ​plans​ ​to​ ​improve​ ​them
in​ ​the​ ​future.​ ​This​ ​will​ ​also​ ​be​ ​submitted​ ​on​ ​google​ ​docs.

This​ ​project​ ​will​ ​be​ ​a​ ​challenge​ ​for​ ​Franco​ ​on​ ​multiple​ ​fronts.​ ​The​ ​teacher​ ​has​ ​read

Franco’s​ ​past​ ​school​ ​reports​ ​and​ ​has​ ​noted​ ​herself​ ​that​ ​he​ ​struggles​ ​with​ ​abstract​ ​science

concepts​ ​and​ ​has​ ​a​ ​tough​ ​time​ ​working​ ​spatially,​ ​both​ ​of​ ​which​ ​will​ ​be​ ​tested​ ​here.​ ​He​ ​will​ ​also

be​ ​asked​ ​to​ ​write​ ​a​ ​fair​ ​amount​ ​for​ ​this​ ​assignment​ ​and​ ​even​ ​though​ ​it​ ​is​ ​a​ ​group​ ​project,​ ​he​ ​will
Case​ ​Study:​ ​Franco,​ ​A​ ​Student​ ​With​ ​Cerebral​ ​Palsy​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​6

be​ ​asked​ ​to​ ​do​ ​his​ ​own​ ​work.​ ​Thankfully​ ​there​ ​are​ ​some​ ​assistive​ ​technologies​ ​that​ ​Franco​ ​can

take​ ​advantage​ ​of​ ​that​ ​will​ ​help​ ​him​ ​through​ ​the​ ​course​ ​of​ ​his​ ​project.

Tools

Assistive​ ​technologies​ ​can​ ​drastically​ ​improve​ ​the​ ​quality​ ​of​ ​learning​ ​when​ ​a​ ​student​ ​with

a​ ​physical​ ​or​ ​learning​ ​disability​ ​joins​ ​a​ ​general​ ​education​ ​classroom.​ ​The​ ​first​ ​and​ ​most​ ​difficult

task​ ​for​ ​Franco​ ​will​ ​be​ ​drawing​ ​a​ ​scale​ ​diagram​ ​of​ ​the​ ​surrounding​ ​rooms​ ​and​ ​hallways.​ ​This​ ​is​ ​a

perfect​ ​example​ ​of​ ​how​ ​adapting​ ​the​ ​content​ ​to​ ​Franco​ ​will​ ​be​ ​a​ ​benefit.​ ​Student​ ​abilities​ ​and

disabilities​ ​usually​ ​can​ ​be​ ​readily​ ​identified​ ​and​ ​content​ ​adapted​ ​to​ ​accommodate​ ​the​ ​disability

or​ ​to​ ​leverage​ ​an​ ​ability​ ​to​ ​support​ ​learning​ ​(Shute,​ ​Graf,​ ​&​ ​Hansen​ ​2005).​ ​Franco​ ​will​ ​have

immense​ ​difficulty​ ​drawing​ ​lines​ ​to​ ​scale​ ​on​ ​paper.​ ​However,​ ​having​ ​his​ ​iPad​ ​there​ ​are​ ​numerous

apps​ ​that​ ​could​ ​help.​ ​For​ ​example,​ ​for​ ​this​ ​assignment​ ​he​ ​could​ ​use​ ​TinkerCAD,​ ​an​ ​online​ ​three

dimensional​ ​drawing​ ​tool.​ ​This​ ​tool​ ​is​ ​aimed​ ​at​ ​3D​ ​drawing​ ​with​ ​the​ ​specific​ ​goal​ ​of​ ​3D​ ​printing

but​ ​can​ ​be​ ​used​ ​in​ ​this​ ​context​ ​as​ ​well.​ ​TinkerCAD​ ​allows​ ​the​ ​user​ ​to​ ​simply​ ​click​ ​on​ ​a​ ​shape,

drag​ ​it​ ​to​ ​a​ ​location​ ​on​ ​virtual​ ​workspace,​ ​and​ ​change​ ​its​ ​dimensions​ ​when​ ​there.​ ​Franco​ ​can​ ​do

this​ ​by​ ​dragging​ ​different​ ​parts​ ​of​ ​the​ ​shape​ ​in​ ​the​ ​3D​ ​rendering​ ​of​ ​the​ ​object,​ ​or​ ​by​ ​typing​ ​in​ ​the

dimensions.​ ​Depending​ ​on​ ​Franco’s​ ​abilities​ ​and​ ​symptoms​ ​that​ ​day,​ ​he​ ​can​ ​choose​ ​the​ ​method

that​ ​best​ ​suits​ ​him.

Franco​ ​will​ ​also​ ​struggle​ ​with​ ​the​ ​extended​ ​writing​ ​pieces​ ​presented​ ​by​ ​this​ ​project.​ ​At

this​ ​point​ ​in​ ​the​ ​year​ ​Franco​ ​should​ ​be​ ​comfortable​ ​using​ ​Apple’s​ ​speech​ ​to​ ​text​ ​recognition.​ ​The

students​ ​will​ ​all​ ​be​ ​peer​ ​editing​ ​their​ ​reviews​ ​of​ ​literature​ ​and​ ​this​ ​will​ ​be​ ​difficult​ ​for​ ​Franco​ ​on

multiple​ ​levels.​ ​His​ ​writing​ ​will​ ​be​ ​time​ ​sensitive​ ​and​ ​take​ ​place​ ​in​ ​a​ ​noisy​ ​classroom.​ ​For​ ​this
Case​ ​Study:​ ​Franco,​ ​A​ ​Student​ ​With​ ​Cerebral​ ​Palsy​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​7

activity​ ​he​ ​can​ ​use​ ​the​ ​app​ ​Notability.​ ​Notability​ ​allows​ ​students​ ​to​ ​annotate​ ​and​ ​draw​ ​over​ ​pdf

files​ ​on​ ​their​ ​iPads.​ ​This​ ​app​ ​is​ ​versatile​ ​because​ ​it​ ​allows​ ​the​ ​student​ ​to​ ​either​ ​handwrite​ ​or​ ​type

over​ ​a​ ​document.​ ​So​ ​depending​ ​on​ ​how​ ​Franco​ ​is​ ​feeling​ ​he​ ​can​ ​edit​ ​his​ ​peers​ ​papers​ ​and​ ​even

draw​ ​and​ ​share​ ​ideas​ ​on​ ​their​ ​scale​ ​diagrams​ ​as​ ​well.​ ​Combing​ ​these​ ​features​ ​of​ ​notability​ ​with

the​ ​capabilities​ ​of​ ​his​ ​iPad,​ ​he​ ​can​ ​take​ ​pictures​ ​of​ ​a​ ​board​ ​and​ ​or​ ​handout​ ​and​ ​take​ ​notes​ ​directly

on​ ​the​ ​document​ ​just​ ​as​ ​any​ ​student​ ​would​ ​using​ ​a​ ​pen​ ​and​ ​paper.​ ​This​ ​allows​ ​for​ ​less​ ​prep​ ​work

for​ ​the​ ​teacher​ ​as​ ​this​ ​technology​ ​can​ ​adapt​ ​to​ ​make​ ​the​ ​tasks​ ​more​ ​accessible​ ​for​ ​Franco.

Discussion

These​ ​different​ ​methods​ ​and​ ​modifications​ ​can​ ​be​ ​extremely​ ​beneficial​ ​to​ ​bringing

students​ ​like​ ​Franco​ ​into​ ​a​ ​general​ ​education​ ​classroom.​ ​However,​ ​the​ ​technologies​ ​discussed

above​ ​should​ ​not​ ​be​ ​one-time​ ​use​ ​scenarios.​ ​These​ ​should​ ​be​ ​tools​ ​that​ ​the​ ​student​ ​can​ ​add​ ​to

his/her​ ​repertoire​ ​for​ ​future​ ​assignments,​ ​creating​ ​an​ ​adaptive​ ​system.​ ​An​ ​adaptive​ ​system

adjusts​ ​itself​ ​to​ ​suit​ ​particular​ ​learner​ ​characteristics​ ​and​ ​the​ ​needs​ ​of​ ​the​ ​learner.​ ​(Shute,​ ​2007).

This​ ​system​ ​of​ ​technological​ ​tools​ ​will​ ​build​ ​over​ ​the​ ​course​ ​of​ ​the​ ​students​ ​career​ ​and​ ​help​ ​them

succeed.​ ​The​ ​teacher​ ​should​ ​establish​ ​an​ ​open​ ​relationship​ ​with​ ​the​ ​student​ ​where​ ​they​ ​can

discuss​ ​the​ ​best​ ​way​ ​for​ ​the​ ​student​ ​to​ ​complete​ ​the​ ​task.

Evaluating​ ​the​ ​success​ ​of​ ​these​ ​tools​ ​can​ ​be​ ​tough.​ ​Simply​ ​asking​ ​the​ ​student​ ​can​ ​be

misleading​ ​as​ ​they​ ​will​ ​often​ ​not​ ​admit​ ​when​ ​a​ ​modification​ ​makes​ ​a​ ​challenge​ ​too​ ​difficult.​ ​In

the​ ​specific​ ​example​ ​given​ ​by​ ​this​ ​case​ ​study.​ ​The​ ​TinkerCAD​ ​software​ ​may​ ​have​ ​been​ ​on​ ​the

opposite​ ​end​ ​of​ ​that​ ​spectrum.​ ​Drawing​ ​in​ ​three​ ​dimensions​ ​can​ ​be​ ​very​ ​difficult,​ ​especially​ ​at

first.​ ​This​ ​could​ ​lead​ ​to​ ​a​ ​tremendous​ ​amount​ ​of​ ​extra​ ​time​ ​required​ ​for​ ​the​ ​student​ ​during​ ​this
Case​ ​Study:​ ​Franco,​ ​A​ ​Student​ ​With​ ​Cerebral​ ​Palsy​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​8

phase​ ​of​ ​the​ ​project.​ ​It​ ​is​ ​therefore​ ​important​ ​to​ ​wrap​ ​up​ ​an​ ​assignment​ ​like​ ​this​ ​with​ ​a​ ​survey​ ​to

evaluate​ ​the​ ​student's​ ​time​ ​spent​ ​on​ ​each​ ​part​ ​of​ ​the​ ​assessment.​ ​This​ ​will​ ​enable​ ​the​ ​teacher​ ​to

find​ ​out​ ​how​ ​far​ ​from​ ​the​ ​norm​ ​each​ ​assistive​ ​technology​ ​has​ ​brought​ ​the​ ​special​ ​needs​ ​student.

For​ ​example.​ ​If​ ​franco​ ​normally​ ​spends​ ​an​ ​extra​ ​hour​ ​on​ ​homeworks​ ​that​ ​require​ ​drawing​ ​and

diagramming​ ​but​ ​he​ ​spent​ ​3​ ​extra​ ​hours​ ​using​ ​the​ ​CAD​ ​software,​ ​it​ ​may​ ​not​ ​be​ ​a​ ​good​ ​use​ ​of​ ​his

or​ ​her​ ​time.​ ​However,​ ​if​ ​there​ ​will​ ​be​ ​many​ ​more​ ​similar​ ​projects​ ​in​ ​a​ ​class,​ ​it​ ​may​ ​be​ ​worth​ ​it

for​ ​that​ ​student​ ​to​ ​continue​ ​investing​ ​time​ ​in​ ​the​ ​technology.​ ​This​ ​question​ ​can​ ​only​ ​be​ ​answered

on​ ​a​ ​case​ ​to​ ​case​ ​basis.

All​ ​in​ ​all​ ​I​ ​think​ ​both​ ​of​ ​these​ ​technologies​ ​certainly​ ​would​ ​improve​ ​the​ ​experience​ ​for

Franco​ ​in​ ​this​ ​case​ ​study.​ ​Many​ ​of​ ​the​ ​things​ ​these​ ​technologies​ ​allow​ ​Franco​ ​to​ ​do​ ​would

ordinarily​ ​be​ ​impossible​ ​or​ ​extremely​ ​frustrating​ ​for​ ​him.​ ​As​ ​stated​ ​above,​ ​these​ ​technologies

will​ ​eventually​ ​make​ ​up​ ​the​ ​adaptive​ ​support​ ​system​ ​that​ ​Franco​ ​uses.​ ​This​ ​system​ ​will​ ​ensure

seamless​ ​transition​ ​for​ ​him​ ​in​ ​class.​ ​As​ ​new​ ​assignments​ ​and​ ​activities​ ​are​ ​presented​ ​over​ ​the

year,​ ​he​ ​will​ ​be​ ​able​ ​to​ ​consistently​ ​and​ ​coherently​ ​modify​ ​the​ ​materials​ ​himself​ ​and​ ​produce

products​ ​with​ ​the​ ​same​ ​proficiency​ ​as​ ​his​ ​peers.

 Case​ ​Study:​ ​Franco,​ ​A​ ​Student​ ​With​ ​Cerebral​ ​Palsy​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​9

Works​ ​Cited

Shute,​ ​V.​ ​J.,​ ​Graf,​ ​E.​ ​A.,​ ​&​ ​Hansen,​ ​E.​ ​(2005).​ ​Designing​ ​adaptive,​ ​diagnostic​ ​math​ ​assessments

for​ ​individuals​ ​with​ ​and​ ​without​ ​visual​ ​disabilities.​ ​In​ ​L.​ ​PytlikZillig,​ ​R.​ ​Bruning,​ ​&​ ​M.

Bodvarsson​ ​(Eds.),​ ​Technology-based​ ​education:​ ​Bringing​ ​researchers​ ​and​ ​practitioners

together​ ​(pp.​ ​169–202).

Shute,​ ​V.​ ​J.,​ ​Zapata-Rivera,​ ​D​ ​(March​ ​2007)​ ​Adaptive​ ​Technologies.​ ​Educational​ ​Testing

Service.

New​ ​York​ ​State​ ​Science​ ​Standards​ ​(n.d.)​ ​from​ ​https://www.ixl.com/standards/

new-york/science/grade-6

Centers​ ​for​ ​Disease​ ​Control​ ​and​ ​Prevention:​ ​Cerebral​ ​Palsy.​ ​(n.d.)​ ​from

https://www.cdc.gov/ncbddd/cp/index.html