Sara: Initial Thoughts

Case Study: Sara
What are Sara's needs? What kinds of service providers need to be consulted for the AT disposition for Sara? What kinds of questions need to be addressed? How can assistive technology devices and services enable Sara to receive an education in the least restrictive environment? What kinds of technology should go in Sara's IEP? How would you make a case for putting assistive technology into her IEP? Is there a 'knowledge gap' between Sara's mother and Sara's teacher?
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Sara, who has Down syndrome, is eight years old. Her language and speech skills are three years delayed, but she has age appropriate social skills. Sara has spent part of her school day in a regular classroom ever since kindergarten, but this year her third grade teacher is suggesting that Sara really cannot keep up with her classmates. The teacher thinks that Sara would be better off in a self-contained class with students who work at her pace. Sara has some fine motor coordination problems, and she has had difficulty learning to write in cursive. Her oral reading is hampered by her speech difficulties. However, Sara has learned to do addition and subtraction problems well and has mastered adding with carrying and subtraction with borrowing. She reads at about a second grade level with reasonably good comprehension. Sara's parents would like to see her continue in the regular classroom for as much time as possible, but they recognize that Sara's writing and speaking problems are keeping her from doing her best work.

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It seems as if Sara needs two things: An occupational/physical therapist and a speech therapist. The OT/PT will be able to help Sara enhance her fine motor skills. While the speech therapist can help Sara catch up to where she's supposed to be for her age level.

It is not apparent that Sara has any trouble gripping a writing utensil nor is it apparent that she has trouble writing in print. A self contained classroom all because she is falling behind in not being able to write in cursive seems a bit extreme. Is the text written really all that important? If the message can be read and information is given across to all informants, does how it is written really matter? If Sara is able to type, why not have her type all her assignments? Or if writing in print is a challenge enough for her, why make things more difficult? If typing or writing in print will keep her on task it should suffice. Let's say that typing would be easiest for Sara, then a typewriter or classroom computer should be placed in her IEP. If Sara is excelling in social skills pulling her out of the classroom would hamper that. Having a computer in the classroom to help her complete written assignments and keep her on task will keep her in the classroom and have her social skills still growing. By doing this Sara is not on a see-saw, she is on a leveled playing field where all aspects of live can be seen and met.

Perhaps there is a bit of a knowledge gap between Sara's teacher and parents. If Sara's parents and teacher communicated they could work together to have Sara practice skills both at home and in the classroom. For example, if Sara is learning cursive in school and then goes home where mom is tell her to write in print, Sara will be confused and without any extra practice in either setting. But, if there is communication and knowledge of what is happening in the other setting, Sara may be able to receive optimum learning and practice. In the parallel world, Sara's teacher informs Sara's mother of the class' cursive lesson. When Sara gets home that evening her mother encourages her to complete all lessons in cursive. Now, Sara is increasing her fine motor skills and cursive writing. With all the practice, Sara would not be so far behind.