Case Study Jordan

Kiara is a 20 year old woman who currently lives with her Grandparents in South Hadley Massachusetts. She has a primary disability of Dandy-Walker malformation and secondary to the Dandy-Walker Malformation she experiences problems related to hydrocephalus. To address the associated problems with hydrocephalus, Karia has undergone numerous operation to place a shunt which was implanted within the skull area to alleviate the build up of pressure. As a consequence of the shunt Karia experiences, reading difficulties, processing delays and her fine motor dexterity.

Learning Disabilities Online’s mission is to assist children and adults with learning disabilities to reach their full potential by offering advice and up-to-date information. They also offer educators with authoritative information about learning disabilities so they have a place to obtain any help that they may need. This site offers reliable information so a parent or a teacher can research learning disabilities and get information such as the definition of learning disabilities, the signs to look for, how to respond, and how to get help. It is estimated now that 2 million children in the United Sates have ADHD, attention deficit hyperactivity disorder and they offer

Learning disabilities are becoming more and more common as the years go on. According to the life span development book “of all the children in the United States, thirteen percent from three to twenty-one years of age in the United States received special education or related servers in 2011-2012.” That is three percent higher than the amount of people with learning disabilities from 1980-1981. Studies have been and continue to be conducted to determine why learning disabilities are becoming more prevalent in American in recent years.

The patient is an 8-year-old female first grade student known as E.S. Her diagnosis is a specific learning disability involving visual perception and fine motor deficits. E.S. is seen for 30 minutes every other Thursday for OT services.

In this artifact, I researched for alternative technological tool(see Assistive technology.doc) for students with disabilities to represent how technology could be a great assistance for them. This assignment represents how technology could be used by all students no matter what they need. Therefore, in this assignment, I looked for tools and ways to implement access to technology resources for students who have neuromuscular difficulties, and/or difficulties of counting with her finger to show that there are varieties of technological tool for all the needs.

Charles is a 7th grade student at Fulbright Junior High in the Bentonville School District. He is a 12 year old male who was diagnosed with OHI. Sustained attention is difficult for Charles, even with transitions and activities built into the classroom structure. He is often redirected from playing with "toys" from his backpack. These items consist of gloves, paperclips, action figures, or drawing. Charles does not work within a small group very well, he tends to allow other group members complete the work for him. In independent work he often has to be encouraged to go back and redo or complete work he has not finished. Modifications of breaking items into smaller parts, encouragement, and opportunity to redo and finish are needed. All directions and steps should be written down for him to follow and cross off as he completes task. He is placed in inclusion classes for English, math, history, and science; and resource class for English. His math scores place him at a 5th grade level. His English scores place him on a 4th grade level. Charles has received passing grades in all subject areas. Math has consistently been his lowest grade with D's due to his inability to organize, complete, and submit his homework or out of class assignments.

When I was in elementary and middle school I would use pencil grips because I did a lot of writing. My hand would start to cramp up and hurt and the pencil grip would help ease the pain. I also used other items such as a pocket dictionary, a calculator, and wide spaced lined paper. Growing up I used these items in the classroom and while I was at home. The teacher would require us to use these items when she was teaching a lesson. It was interesting to learn that the windows program has an accessibility option. I believe that the computer is one of the best assistive technologies because there are so many things that you can do on the computer. There are websites that the students can use as well as programs designed especially for them. One point that I got out of Ms. Busby’s lecture is that teachers need to use all of their resources. There are so many items and ways to use those items that teachers can use to help their students excel in the classroom. I know that this video is rather old, but one question I have for the guest speaker is what are some assistive technology that teachers are using in the classroom today? Another question I have for the guest speaker is there a time length on certain assistive technologies? For example, John should only use the wide line paper for three weeks or until he has mastered using the

Jordan not only excels in athletics but also in the classroom. Knowing she will be attending college on the east coast, she is taking the more advanced courses to

Smarthinking provides a variety of services for students who need help with their studies. The writing center would benefit me the most. There are times I make careless mistakes. However, the writing center is a resource that analyzes writing before submitting the final draft. It checks the spelling, grammar, sentence structure and helps corrects paper, and gave the organization in composing an essay (Bethel University, 2014).

al, 2016). ICT provide safe and controlled environments, motivation, high level of interactivity, immediate feedback, and contribute to the improvement of visual processing skills and short-term memory or working memory inadequacies (Kalyvioti et. al, 2012). They also help develop interactive experiences and optimistic learning surroundings, that can motivate and help children, thus helping them address their disability early on and possibly mitigate its various negative effects (Skiada et.al, 2014). The use of ICT offer support in several fields concerning learning difficulties (Kalyvioti et. al, 2016). Digital technologies can be used in order to train, assist and even enable the learning process (Skiada et.al, 2014). Specifically designed applications can stimulate students interest, but may also help students with disabilities fit into and progress within mainstream school environments (Skiada et.al, 2014). One of the main groups of people with special educational needs, such as dyslexia, could potentially gain many benefits from ICT (Skiada et.al, 2014). As an ICT, this Chrome Extension has the ability to be able to motivate and help children learn and improve their comprehension of the English

Background and Position - Currently the United States of America and the State of Ohio have no laws regarding which types of person can use which types of restrooms. While there are no laws restricting transgender people, there are also no laws protecting them from violence surrounding this issue, unlike all other groups of people. Nearly all Transgender individuals are law-abiding citizens. They have done nothing wrong to have such a necessary freedom stolen from them. Transgender people need consistent and reliable access to safe restrooms just like any other law-abiding citizens.

The world is constantly changing and evolving. Yet mankind does not like change. Many people resist it for as long as possible. One of the biggest changes in the past few decades has been the development of the Internet. With the Internet came a plethora of different advancements in how we communicate with each other. There have been so many recently with everything from e-mail to Facebook; it is difficult to keep up. Which is why some people don’t bother. Technology has endless possibilities especially when it comes to education. It can allow us to communicate in new and more effective ways to reach students who may have had trouble in the past due to disabilities. Technology should be integrated into the classroom to help students with Attention Deficit Hyperactive Disorder (ADHD) and/or Autism Spectrum Disorder (ASD) because technology allows them to learn more.

Step five in the approach given by the authors of this article is to incorporate evidence-based and research-based practices. Three practices were mentioned in this article: systematic instruction, graphic organizers, and technology. Examples of systematic instruction are: using constant time delay and using intrusive prompts. With technology being available in schools, students with severe disabilities are provided the necessary tools to help them learn more efficiently.

The read/write learner is advised to: develop lists, make outlines, obtain study guides, take notes, and write words to the notes several times. It is also recommended to read notes silently, rewrite and paraphrase ideas into other words. Converting graphs, charts, and diagrams into worded statements help the student with a strong read/write preference to understand the meanings contained in the visual material. Meaning is found in words; therefore the student with a read/write learning preference should search for words that describe the meaning of a concept by breaking the concept into textual points. (Fleming, n.d.).