Josh
is a 13 year old student who is in 7th grade. He has a medical diagnosis
of hypotonia along with an educational diagnosis of orthopedically
impaired. The hypotonia primarily effects hand functions, making
it difficult for Josh to write legibly even for short periods of
time.
On
the WISC-R, Josh received a verbal IQ of 153 and a performance IQ
of 108 yielding a full scale of 135. He is enrolled in accelerated
classes, however the staff has discussed a change of placement to
a less demanding class because of concerns over written productivity.
Due to his medical condition, Josh fatigues easily which makes it
difficult for him to keep up with the class as far as writing is
concerned. His teachers report that Josh is able to produce 50%
of the written work that the other students produce.
The
school Josh attends is a two story building. It is arranged in subject
area wings to facilitate collaboration among teachers who teach
like subjects. While most classrooms are on the first floor, the
Science and Computer labs are on the second floor. With the exception
of the English, Computer and Science labs, most classrooms do not
have computers. Each Science lab has a computer that students utilize
to maintain a data base of information obtained during experiments.
In English, students have access to two computers per room for word
processing.
Josh
is involved in several projects for the semester, he is concerned
about getting all of the work done. In science, the class is developing
an essay that compares and contrasts scientific accuracy as portrayed
in the television shows ER and Chicago Hope. The seventh grade English
class is reading The Secret Garden in English and must complete
an analytical book report by the end of the semester. In social
studies, Josh is involved in a cooperative learning group which
is considering the factors that influence the migration of wildebeests
on the plains of Africa.
In
order to maintain a heavy class load, Josh saves his work for the
evenings and completes assignments on his computer at home. He works
approximately 3 hours each evening and turns in completed work the
following morning.
Josh
receives occupational therapy at school for 1/2 hour a week which
focuses on upper extremity strengthening, fine motor strengthening,
and endurance for hand work. Presently Josh receives OT services
in the resource room where he does hand exercises and practices
typing on a manual typewriter. The OT feels he can concentrate better
and is not a disruption to the other students when his therapy is
provided in a separate classroom.
SETT
Framework
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