Narrative:
Alice is a 16-year-old sophomore who comes to class on time but is rarely prepared to participate in classroom activities. She is a people person and is extremely distractible. She has an above-average I.Q. but does not follow through on assignments. She has Attention-Deficit/Hyperactivity Disorder (AD/HD). Every item in the classroom becomes a tool, toy, or weapon. Noise is a major distraction for Alice. Working in a group and sitting close to a window or door and away from the teacher worsens the situation. She does not like quiet and creates verbal distractions.
Task/Assignment:
Actively participate in general science classroom and lab experiences, including lab manipulations and field trips.
Equipment: (lab equipment, protective clothing, chemicals)
A wide range of equipment and materials are used in the science lab. Paper, pencil, chalkboard, chalk, textbook, and occasionally manipulations are used in the classroom.
Environment: (fumes, odors, dust, temperature, noise, group-work)
Classroom work is typically performed individually, and lab work is performed in pairs. The classroom tends to be quiet, and the lab is noisy.
Physical Challenges
None.
Potential Strategies / Accommodations
None.
Resources
Not applicable.
Sensory Challenges
- Easily distracted by external visual stimuli (windows, exits, people, etc.).
Potential Strategies / Accommodations
- Dim lights away from task at hand.
- Close outside blinds.
- Allow for individual work or work with a responsible partner.
- Limit external stimulation (have only necessary items within reach during lab experiences).
- Allow her to take exams in an area where external stimulation is limited.
Resources
- Explore purchasing a cubicle or study area that can be used for individual work.
Cognitive Challenges
- Complex tasks are difficult to complete.
- Acts out in class.
- Does not complete tasks and assignments.
Potential Strategies / Accommodations
- Talk to Alice about learning conditions that work best for her, try her suggestions, and together evaluate the results.
- Praise on-task behavior.
- Pair with peer. Set boundaries and do not assign less work in complexity or volume.
- Seat close to teacher, with back to window, near quieter students.
Structure classroom transitions.
- Plan for "down time."
- Explain assignments eye to eye.
- Praise accomplishments and good behavior.
Resources
- Consult with school/district AD/HD specialist, IEP team member(s), and/or parents for possible suggestions to increase learning and appropriate participation.
- Explore the AccessSTEM website at http://www.washington.edu/doit/Stem/ to find suggestions for accommodations and learning strategies.
Physical, Sensory, & Cognitive Issues and Challenges
Physical Issues
Think of the required physical aspects of the task. What will make the environment accessible, keep the student safe and allow him/her to be an active participant? What lab equipment must be manipulated?
Physical Challenges
- lift / carry
- stamina / endurance
- push / pull
- knee / squat
- reach
- repetitive tasks
- fine motor: pinch / grasp
- fine motor: manipulate / maneuver
- gross motor
- sit in chair
- walk / stand
- balance
- bend / twist
- stoop / crouch
- other
Sensory Issues
Think of room temperature, noise, fumes, dust, odors, and allergies. Also consider the ability to speak and/or communicate, and the visual aspects of the task or assignment.
Sensory Issues
- vision
- hearing
- touch
- smell
- taste
- oral communication
- temperature
- fumes
- external stimuli
- lighting
- other
Cognitive Issues
Is the assignment done with a group, partner or individually? What memory and communication skills are needed? What is the level of complexity of the task.
Cognitive Challenges
- short term memory
- long term memory
- task complexity
- reading
- writing
- spelling
- string of numbers (math)
- paying attention
- visual, auditory, or kinesthetic learner.
- self-esteem / advocacy issues
- behavior issues / acting out
- other
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