An Evaluation of a Special Needs Learner

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Table of Contents

An evaluation of the special needs learner
Recommendation
Reference List

Universal design for learning is focused on a central idea that all students should be able to interact with the environments effectively. Applying this idea to the contemporary education, we can conclude that it is aimed at providing all students, including those with disabilities, to be able to get a quality education.

In recent years, the use of technology and AT devices to support the learning needs of students with disabilities has received great attention, as stated in 300.308, each school district is required to insure that assistive technology devices and services are provided if needed (Reed & Lahm, 2004).

Technology is used to support learners with disabilities and improve their functional capabilities. A special need learner, Jamie, needs assistive technology (AT) to become more successful in his education and become more creative and independent. In this paper, we will provide an evaluation of Jamies abilities and needs for the AT using the checklist available from the Wisconsin Assistive Technology Initiative and determine recommendations to improve his performance.

An evaluation of the special needs learner

According to Beard, Carpenter & Johnston (2011), AT devises must be a consideration for the transition plan and must be provided if the IEP team considers it necessary and appropriate for the students success as a learner.. To consider Jamies need for assistive technology, we should evaluate the potential of assistive technology. Thus, we must define what assistive technology must be useful for the learner and whether he needs this particular technology.

In the checklist, the AT categories are arranged from in a hierarchy from the simplest to more difficult. Considering the fact of Jamies disability and that it has no severe form, we can choose from less difficult AT devices. Thus, SEATING, POSITIONING, AND MOBILITY: tools are not needed as Jamies disability is related to the brain disorder called dyslexia.

Thus, we have to choose from the AT that can help overcome difficulties related to the phonological challenges. Word processing software and Use of pictures/symbols with text and pen scanner might be useful. To overcome the problem to recognize long numbers, a Talking calculator can be used.

Recommendation

The recommendations that we are going to provide are based on methods and potential barriers and missed opportunities related to the learning goal and standard. Thus, AS soon as an AT is successfully integrated into Jamies curriculum, he can be more successful and independent in his performance.

The learning goal is to utilize the UDL strategy and several AT to provide the learner with favorable education environment and offer a variety of ways to express and demonstrate his abilities and involve onto class activity. Considering the materials, methods, and potential barriers, we can provide five recommendations:

The AT devices should be used during the lessons of mathematics and other subjects that include reading activities.
Audio devices should be used regularly.
Individual assessment tools and the test should be provided.
The personal class curriculum of the learner should be based on the IEP approved by the school committee and based on the Individuals with Disabilities Act.
As social life of the learner and his interaction with other students in class is a considerable part of his education, he must be involved in class activities that suggest teamwork, but which will not involve difficult arithmetic or reading tasks.

Reference List

Beard, L. A., Carpenter, L. B., & Johnston, L. B. (2011). Assistive technology: Access for all students (2nd ed.). Boston: Pearson. ISBN 978-0-13-705641-5.

Reed, P., Lahm, E. A. (2004). Assessing students needs for assistive technology: A resource manual for school district teams (4th ed.). Web.

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An Evaluation of a Special Needs Learner

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