AT
in the General Classroom
Public Laws
Scavenger Hunt
No Child Left Behind (NCLB)
SETT Framework
Case Study:
Joshua
Communication
Board
Low
Vision
Case Studies:
Adam
George
AT Device Abandonment
Computer
Access Barriers
Case Study: Marty
Without Hearing
Case Study: Susan
Universal
Design
Funding
Case Study: Karen
Group Work:
IEP/IST Exercise
Empowering
ESL Students with Universal Design
Experience Reflection and Course
Evaluation
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Case
Study: Adam
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Task:
Read
the article Adam's
Story at the NCIP Library.
Discuss the
technology Adam uses and problems you think he has encountered (his
experiences as a person with a visual impairment).
Technologies
Adam has used:
- Textbooks
on audio tapes (through Recordings for the Blind--RFB)
- Noisy and
disturbing six-key brailler to take notes and complete writing
assignments
- A microbrailler
which never worked properly
- MS-DOS laptop
with speech output
- Laptop computer
with speech feedback
Problems
Adam has encountered:
- In
the fourth grade, the catholic school he had been attending had
no services for the blind and so he had to transfer to a public
school in Boston.
- In
fifth and sixth grade, he was pulled out of the classroom for
a good part of each day to receive specialized instruction in
braille and mobility. I understand that he missed class during
the specialized instruction.
- The
private schools in the Boston area were not very interested in
Adam since he had a visual impairment.
- Using
the brailler in the classroom was problematic because it was noisy
and some teachers were greatly disturbed by the noise.
- The
promising microbrailler never worked correctly: the development
bugs had not been worked out by the manufacturer so the device
was abandoned.
- Adam
is afraid that acquiring a job in the private sector will be challenging
for a student with a disability.
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Copyright
© 2003 Yesim Yilmazel-Sahin. All rights reserved.
Please contact Yesim Yilmazel-Sahin at ysahin@umd.edu
for questions and comments.
Last
Modified October, 2003.
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