Name: Mandy Blair

Week 16: Final Exam

Directions: For your final exam, you will be selecting, matching, and evaluating assistive
technology needs for students with disabilities. Each student has his or her profile and needs
included. Your job is to assist the special education team in helping to find the appropriate AT
for each student.

You will develop your final exam directly in this format. You will type directly into this format,
using a different color to type. Use your notes, readings, and lessons to apply various AT that is
appropriate for each student while justification each AT. The final exam will be uploaded into
module week 16, final exam.

Student #1: Kallie

Kallie is a fifth grade student with learning disabilities in the area

of reading. She has a full scale IQ of 110 and has good fine motor
control and good math skills. However, she is reading at about a
mid-second grade level. She struggles with all areas of reading (phonological awareness,
decoding, vocabulary, comprehension, and fluency). Kallie’s goes to the resource room for
reading and is in the general education classroom the rest of the day. What assistive technology
could benefit Kallie in reading?

Reading:

What low-tech option could be used? Why/justification?

 For Kallie I would use the low-tech option of sticky notes. I would use these in two ways,
first for Kallie to make important notes about parts of the story as she is reading. I also would
write comprehension question/vocab words on sticky notes and place them throughout the book
to check for understanding throughout the text. These two sticky notes uses would have different
colors of sticky notes. These two uses of sticky notes could help Kallie with her comprehension
and her vocabulary skills.

How would this low-tech option be evaluated for effectiveness?

I would assess the note taking sticky notes in two ways, I would check to see if she was
using them, and what she is writing. For the comprehension questions/vocab words, I would
check for the correct answer on the sticky notes. I also would use running records to see the
overall effectiveness of using the sticky notes. If I did not notice an improvement after a specific
amount of time, I would try a new AT option for her.

What mid-tech option could be used? Why/ justification?

For a mid-tech AT option for Kallie, I would use prerecorded books on a CD. These
could be used for her grade level textbooks. I would use this because it can help her hear a fluent
reader reading the book to her, and she can follow along in the physical book. I think this would
allow her to hear the words pronounced correctly and increase her comprehension of her
textbooks rather than her reading the textbook by herself. This also would allow her to hear the
words and see them at the same time.

How would this mid-tech option be evaluated for effectiveness?

I would assess this AT option by first checking to see if she was using the recorded
books. Then I would create a formative assessment to check for her comprehension of the text
that was read to her. This would allow me to determine if she is fully comprehending the text
from the textbook. This could also be assessed using in class assignments that require her to
understand the text or use the text to find the correct answers. I also would use running records to
see the overall effectiveness of using the books recorded on a CD. If I did not notice an
improvement after a specific amount of time, I would try a new AT option for her.

What high-tech option could be used? Why/ justification?

A high-tech option that I would use for Kallie would be the text-to- speech option that is
available on Microsoft Word or Google Docs. This would allow Kallie to be read any documents
that are on either of those programs. As well as have her writing read back to her, rather than her
trying to read her own writing back to herself. This would allow Kallie to hear the pronunciation
of the words, her comprehension of what is being read to her, and reduce the time it would take
her to read the text by herself.

How would this high-tech option be evaluated for effectiveness?

I would evaluate this AT option using formative assessments for comprehension of the
text that was read to her. I also would assess this using formative assessments to determine if she
understood the vocabulary words that were used throughout the text. I also would use running
records to see the overall effectiveness of using the speech-to-text. If I did not notice an
improvement after a specific amount of time using any of these assessments, I would try a new
AT option for her.

Student #2: Allen

Allen is a sixth grade student with cognitive impairment

(Downs Syndrome) and struggles in all areas of academics.
His has a full scale IQ of 55. One of his greatest weaknesses
is in the area of speech and language. His articulation is
very poor and struggles with both receptive and expressive language. Communication overall is
very difficult for him. Allen is in a self-contained setting for most of his day, but is integrated out
for PE, art, music, lunch, and recess. What assistive technology could benefit Allen in oral
language/communication?
Oral Language/ Communication:

What low-tech option could be used? Why/justification?

A low-tech option that I would use for Allen would be the use of a picture prompt board
that Allen could use to support his oral communication. On this board I would include words that
Allen wants to use but typically struggles to use without prompting. I would also include words
that he is working towards being able to verbally use, but others may struggle to understand the
word still. As well as words that Allen needs to use in a specific lesson or class that might
currently be out of his range for orally communicating. The picture prompt board allows me to
be able to adapt the pictures based on what he is going to need to use for the specific time of the
day.

How would this low-tech option be evaluated for effectiveness?

I would evaluate this AT option using teacher observations, and interviews with Allen. I
would observe and track if he is using the picture prompts in the self-contained classroom as well
as if he is using in the general education classrooms. I also would observe to see if it is being
used in nonacademic locations as well, such as in the hallway or at lunch. I would use the
interviews to meet with Allen and talk about what is working with the picture prompt board and
what he needs added. If I determine using the assessments or the interviews that this is not
meeting Allen’s needs, I will reevaluate and find a new AT that will meet Allen’s current needs.

What mid-tech option could be used? Why/ justification?

A mid-tech option that could be used to help Allen’s oral communication is a Go Talk.
This is an AAC device with a battery that the student would click what they are trying to
communicate, and a prerecorded response is said. These can be prerecorded by anyone, such as a
teacher or a parent. There are different cards that can be adapted to show different pictures, all of
which can be made online to fit the student’s needs. The Go Talk can be prerecord for five cards
at a time, allowing Allen to have different words and phrases to be able to communicate
throughout the day. This could help Allen communicate with others using the verbal responses
prerecorded in the Go Talk. This also could help in correlation with his oral communication, by
giving him another way to communicate with those around him cannot understand him.

How would this mid-tech option be evaluated for effectiveness?

I would evaluate the effectiveness of the Go Talk using teacher observations and
meetings with Allen. I would observe Allen in different setting and see if he was using the Go
Talk to communicate, and if it had all the words he was trying to communicate. I also would
assess using the observations to see if he is communicating more than he was without the Go
Talk. I would also use meetings with Allen to see what he thought was going well, or what he
thought needed to be added to the Go Talk. Based off of these assessments above, I would
determine if the Go Talk is meeting Allen’s needs and if his oral communication is being
enhanced using the Go Talk. If his needs are not being met or his communication is not being
improved, then I would reevaluate and find a different AT option to fit his current needs.

What high-tech option could be used? Why/ justification?

A high-tech option that I would use to enhance or support Allen’s oral communication
would be one of the many AAC applications that can be downloaded on to an iPad. I would have
to test and evaluate the AAC applications available to determine which one would best fit
Allen’s needs. In this application I would ensure that words commonly used by Allen are
included, as well as words that he will need for specific locations and subjects. This would
provide a way for Allen to communicate with those around him when they are not able to
understand his oral communication or when he does not know how to say the word he is trying to
communicate.

How would this high-tech option be evaluated for effectiveness?

I would assess the effectiveness of the iPad AAC device using teacher observations and
meetings with Allen. I would use the observations to determine if Allen was using the AAC
application, if he is able to find the words he is trying to communicate, and if he is
communicating with others more than he was before the AAC application was introduced. I
would use the meetings to determine how Allen feels about the AAC application and the iPad.
We would discuss new words to add, and what words he does not need. I also would use this
time to train him on new words added and assess his ability to find specific words on the AAC
application.

Student #3: Mike

Mike is a fourth grade student with ASD. He has a full scale IQ

of 120. Overall, Mike has average academic skills. However, he
struggles with communication, transitions, and social skills.
Mike spends most of his day in the general education
classroom, but receives some support (TC- teacher consultant) from the resource room teacher in
these areas. What assistive technology could benefit Mike?

Communication/ Transitions/ Social Skills:

What low-tech option could be used? Why/justification?

To assist or support Mike in communication I would use a communication board. This

would allow Mike to point to what phrase or word that he is trying to or wants to communicate.
This would be a mixture of words and phrases as well as pictures that are labeled with words.
These words would be words that Mike struggles with or would need to be able to communicate
in specific settings or classrooms. I would include the words that Mike is unable to
communicate, and words that he is working on communicating but is still struggling with. I
would not include words that Mike could communicate verbally. This would allow Mike to
communicate clearly with those around him when he is unable to verbally communicate with
them.

How would this low-tech option be evaluated for effectiveness?

I would assess this low-tech AT option using teacher observations and meetings with
Mike. I would observe Mike in multiple different settings and would observe if he was using the
communication board. I would also be looking for if Mike was communicating more that he was
before we introduced the communication board. If his communication has not increased, then I
would reevaluate on another day and see if it was just an off day. If his overall communication
had not increased, then we would begin looking for another AT to try and increase his
communication. I also would assess the effectiveness of the communication board using
meetings with Mike. During these meetings, we would assess his ability to find specific words
on the communication board, to communicate that word. We also would discuss what is working
and what is not working in terms of the communication board. If his needs are not being met or
his communication is not being improved, then I would reevaluate and find a different AT option
to fit his current needs.

What mid-tech option could be used? Why/ justification?

One mid-tech option that I would use for Mike is the recordable book with a social story
in it. This would be like the one viewed class, where it has the story, then you record someone
reading the social story to the student. I would include social stories that would fit what Mike’s
needs at that specific point. So, it might be related to walking in the hallway, eating lunch in the
cafeteria or even asking someone to be your partner in class. These are all stories that might help
Mike prepare for something that is going to happen. The purpose of the social stories being
prerecorded for Mike, is that it can be better if he hears someone walking him through what is
going to happen, or he has the option to just read it without hitting the play button.

How would this mid-tech option be evaluated for effectiveness?

For this AT option, I would use teacher observation to determine if Mike is using the
recording of the social story or if he is just reading the social story. I also would use observations
to assess whether the social story is helping him prepare for the situation that is going to occur.
For example, if I wrote the social story about walking/transitioning in the hallway, I could assess
Mike based on observations and a task analysis on if he followed the correct steps to walking and
transitioning in the hallway.

What high-tech option could be used? Why/ justification?

 A high-tech option that I believe would be beneficial for Mike is the use of a digital timer
on an iPad, with an analogue clock and a digital count down. This would provide Mike with a
visual of how much time is left in a specific activity before there is a transition of some kind.
These could be set for the physical transitions, or for the activity transitions depending on Mike’s
specific needs. I believe this would be beneficial because it would help him be prepared for the
transitions before they occur. I think it would also be beneficial to mark what is occurring next,
to help Mike prepare himself.

How would this high-tech option be evaluated for effectiveness?

I would assess this AT option by observing and collecting data on Mike’s transitions. I
would collect data before the timer is introduced, and then after to see if the timers are making
Mike’s transitions smoother. I would observe Mike in different setting and different transition
times, to be able to see if it is helping in one setting more than another. I also would observe to
see if the iPad is more of a distraction that it is tool. If the digital timer on the iPad is not meeting
Mike’s needs or is not making his transitions smoother, then I would reevaluate and try different
AT option.

Student #4: Camden

Camden is a third grade student with an emotional impairment. He

has a full scale IQ of 78. Due to his behavioral difficulties, he is
reading and writing at about a mid-first grade level. His math skills
are about a mid-second grade level. Mike’s day is split between the
resource room and the general education classroom. He has severe
behavioral outbursts throughout this day. As a result, he spends most of the day in the resource
room. He tends to act-out whenever there is writing involved. What assistive technology could
benefit Mike in writing and possibly alleviate some of his behavioral outbursts?

Writing:

What low-tech option could be used? Why/justification?

 One low-tech option that I believe that Camden could benefit from is the use of
ergonomically correct pencil grips. The use of the pencil grip would provide Camden something
that can support the way he holds the pencil. Pencil grips also will help Camden with writing if
his dislike with writing is connected to his fine motor ability. It also could provide a sense of him
getting something that makes his pencil unique. Both of these may help reduce the behaviors that
are occurring around writing.

How would this low-tech option be evaluated for effectiveness?

I would evaluate this AT option using observations of Camden’s behaviors during

writing. I also would evaluate the effectiveness of the pencil grips using his writing assignments.
If his behaviors have decreased from what they were before the pencil grips were implemented,
then I would continue to use the pencil grips. If the behaviors did not decrease, then I would
reassess and determine what other AT options may reach Camden’s needs. I would use the
writing assignments to determine if his writing has improved or increased since the
implementation of the pencil gripes. This would also show me if the pencil grips were helping
Camden’s writing improved or if it has increased his writing length has increased.

What mid-tech option could be used? Why/ justification?

One mid-tech option that could be used to support Camden’s writing and behaviors
towards writing could be to allow him to use an adapted keyboard when he is typing writing
assignments. This could allow Camden to be able to use the keyboard more efficiently once his
area of need is determined. For example, if he struggles with fine motor, he could use a more
spaced-out keyboard with bigger keys. If knowing where the keys are is the problem, then he
could have a larger print keyboard or a keyboard in a different order. Adapted keyboards have
many different options as to what they can support the student in being successful.

How would this mid-tech option be evaluated for effectiveness?

I would assess this mid-tech option in two ways. The first way is by observing Camden
using the keyboard and assessing his ability to type using the keyboard. I also would use teacher
observations to assess if Camden’s behaviors related to writing have decreased or not. I also
would use his writing assignments to determine if the adapted keyboard was improving his
writing abilities or increasing his lengths of writing. If his writing has not improved or the
behaviors have not decreased, we would reassess and determine a new AT option that might fit
Camden’s needs.

What high-tech option could be used? Why/ justification?

One high-tech option that could be used with Camden is the use of Co-Writer. This is a
program that allows the person typing to be able to select the word they are typing from a list of
common words listed below. The writer just starts typing a word, and Co-Writer suggests words
that the writer may be trying to type. This program can help individuals writing in many ways.
First, it can take the pressure off the writer to know how to spell the words they are trying to
type. It also can reduce the time it takes an individual to complete a writing, among other things.

How would this high-tech option be evaluated for effectiveness?

I would evaluate the effectiveness of Co-Writer using observations and writing

assignments. I would use observations to determine of the Camden was using the Co-Writer and
if was using it correctly. I also would observe his behaviors related to writing. I would use his
writing assignments to determine if the Co-Writer was improving his writing ability or length. If
his writing or behaviors were not improving, I would reevaluate and find another AT option that
fits Camden’s needs.

Student #5: Alicia

Alicia is a second grade student with a learning disability. She has a full
scale IQ of 100. For the most part, she is reading and writing at grade
level. Her LD is in the area of math. She is performing about a year and
a half below grade level. Alicia goes to the resource room for math and
is in the general education classroom the rest of the day. What assistive
technology could be used to help Alicia in math?

Math:

What low-tech option could be used? Why/justification?

 One low-tech option that I believe could be used for Alicia is math manipulatives. These
could include base ten blocks, base ten disks, counting bears and other objects that can be
manipulated. These would allow Alicia to see the math that is occurring, and to manipulate the
objects to help her see and understand that math concept. These would also help Alicia to get the
correct answer during math work.

How would this low-tech option be evaluated for effectiveness?

I would assess this low-tech option for effectiveness by using observation and Alicia’s
math work. I would observe to see if she was using the manipulatives and if they were being
used correctly. I also would check Alicia’s math work to see if her math scores have improved. I
could also create a specific formative assessment to test her ability to use the manipulatives to
solve for the correct answer on a set of math problems. I would reevaluate and find a different
AT option if her math scores are not improving over time.

What mid-tech option could be used? Why/ justification?

One mid-tech option that could be used to support Alicia in the area of math is a battery-
operated calculator. This could be used to help her solve the math problems that she cannot
mentally solve yet. This could also be used for her to check her answers after she has completed
the math problems by herself. Either of these options would provide Alicia with the support of
being able to check her answers, or complete math problems that she cannot do independently
yet.

How would this mid-tech option be evaluated for effectiveness?

I would evaluate this mid-tech option for effectiveness using a formative assessment and
observations. I would create a worksheet for Alicia to complete the answers herself, and then
have her use the calculator to check her answers. Another portion of the work sheet would allow
her to use the calculator to complete problems that she cannot quite do mentally. I also would
look at Alicia’s math assignments that she is turning in for her teacher and check those to see if
her math has improved. I also would use observations to see of Alicia is using her calculator at
the appropriate times or if she was using it on every single problem. If Alicia was not improving
in the area of math, I would reevaluate and find a different AT option that would fit her needs
better.

What high-tech option could be used? Why/ justification?

One high-tech option that could be used with Alicia is virtual manipulatives. These are
especially great for distance learning or COVID times when physical manipulatives cannot be
used. Virtual manipulatives can be created by the teacher for the student to use on their iPad or
computer. There are also websites that offer virtual manipulatives that Alicia could use. These
manipulatives can be used on an iPad or computer and would allow Alicia to see what is
occurring during the math operation. These manipulatives would vary depending on the math
concept being taught. These manipulatives could be a base ten frame, number lines, base ten
blocks, among many other options.

How would this high-tech option be evaluated for effectiveness?

I would evaluate the effectiveness of the virtual manipulatives using observation and
Alicia’s math work. I would observe to see if she was using the virtual manipulatives and if they
were being used correctly. I also would check Alicia’s math work to see if her math scores have
improved. I could also create a specific formative assessment to test her ability to use the virtual
manipulatives to solve for the correct answer on a set of math problems. I would reevaluate and
find a different AT option if her math scores are not improving over time.
Week 16: Final Exam
CAEP alignment: Standards 1.1, 1.5

    Unsatisfactory  Basic  Proficient  Distinguished 

A level of A level of A level of

Level of
performance that performance that excellence that
performance that
demonstrates a demonstrates a demonstrates a
demonstrates a lack
limited level of fairly high level very high level
of understanding
    understanding of of selecting, of selecting,
of selecting,
selecting, matching, matching, & matching, &
matching, &
& evaluating AT evaluating AT evaluating AT
evaluating AT per a
per a student's per a student's per a student's
student's need.  
need.   need.    need.   

  Criteria  (1) (2) (3) (4)

The Candidate
describes & justifies
  a low- tech option for        
Kallie in the area of
reading.
The Candidate
describes How the
  low-tech option for        
Kallie can be
evaluated.
The Candidate
describes & justifies
  a mid- tech option        
for Kallie in the area
of reading.
The Candidate
describes How the
  mid-tech option for        
Kallie can be
evaluated.
The Candidate
describes & justifies
  a high- tech option        
for Kallie in the area
of reading.
The Candidate
describes How the
  high-tech option for        
Kallie can be
evaluated.
  The Candidate        
describes & justifies
 a low- tech option
for Allen in the area
of oral language &
communication.
The Candidate
describes how the
  low-tech option        
for Allen can be
evaluated.
The Candidate
describes & justifies
a mid- tech option
         
for Allen in the area
of oral language &
communication.
The Candidate
describes How the
  mid-tech option        
for Allen can be
evaluated.
 The Candidate
describes & justifies
a high- tech option
         
for Allen in the area
of oral language &
communication.
The Candidate
describes How the
high-tech option
for Allen can be
evaluated.
The Candidate
describes & justifies
a low- tech option for
  Mike in the area of        
communication,
transitioning, &
social skills. 
The Candidate
describes How the
low-tech option for
Mike can be
evaluated.
The Candidate
describes & justifies
a mid- tech option
for Mike in the area
of communication,
transitioning, &
social skills. 
 The Candidate
describes How the
mid-tech option
for Mike can be
evaluated.
The Candidate
describes & justifies
a high- tech option
for Mike in the area
of communication,
transitioning, &
social skills. 
The Candidate
describes How the
high-tech option
for Mike can be
evaluated.
The Candidate
describes & justifies
  a low- tech option        
for Camden in the
area of writing.
The Candidate
describes How the
  low-tech option        
for Camden can be
evaluated.
 The Candidate
describes & justifies
  a mid- tech option        
for Camden in the
area of writing.
The Candidate
describes How the
mid-tech option
for Camden can be
evaluated.
The Candidate
describes & justifies
a high- tech option
for Camden in the
area of writing.
The Candidate
describes How the
high-tech option
for Camden can be
evaluated.
The Candidate
describes & justifies
a low- tech option
 for Alicia in the area
of math.
The Candidate
describes How the
low-tech option for
Alicia can be
evaluated.
The Candidate
describes & justifies
a mid- tech option
for Alicia in the area
of math.
The Candidate
describes How the
mid-tech option
for Alicia can be
evaluated.
The Candidate
describes & justifies
a high- tech option
for Alicia in the area
of math.
The Candidate
describes How the
high-tech option
for Alicia can be
evaluated.
The responses to the
questions are free of
grammatical spelling,
punctuation, and
capitalization errors.
Total Points _____/124