Student Ability Profile: Abby

Narrative:

Abby is a 16-year-old sophomore. She sustained a head injury in a boating accident in 8th grade, which reduced her I.Q. She had to re-learn basic skills (alphabet, counting, etc.). Abby's memory is full of "blank" spots. Her social life completely changed when she had to leave honors programs and join "regular ed." Her family is supportive, but conflict between the 4 siblings occurred when Abby appeared to receive more attention than the others.

Task/Assignment:

Successfully complete work in a mathematics class.

Equipment: (lab equipment, protective clothing, chemicals)

Paper, pencil, chalk, and chalkboard are the primary tools used in the classroom.

Environment: (fumes, odors, dust, temperature, noise, group-work)

Typical mathematics class.

Physical Challenges

15. Facial tics and slight facial paralysis. Jerky, with some uncontrolled body movement.

Potential Strategies / Accommodations

• Provide extra time to respond verbally.
• Provide one-to-one assistance.
• Have partner assist with some manipulatives.

Resources

• Obtain curriculum suggestions from special education teacher and/or therapist.
• Get information on accessible lab furniture and equipment from local vendor; request purchases as needed.
• Purchase word recognition software or other adaptive technology.
• Talk with the student about accommodations.
• Explore AccessSTEM site at http://www.washington.edu/doit/Stem/ for information on accommodation and adaptive equipment.

Sensory Challenges

None.

Potential Strategies / Accommodations

None.

Resources

Not applicable.

Cognitive Challenges

2. Long-term memory is lacking.
12. Experiences loss of focus.
13. Other.

Potential Strategies / Accommodations

• Regularly check for present knowledge level; never assume content knowledge.
• Probe for information on feelings and thoughts; don't assume consistent reactions.
• Have her repeat instructions back to the instructor and / or partners to help keep her on task.
• Check Abby with safety procedures, as she may have forgotten some safety basics and may have difficulty following directions. Make positive specific statements ("Put on safety goggles").

Resources

• Explore the AccessSTEM website at http://www.washington.edu/doit/Stem/ for suggestions for accommodations and learning strategies.

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

1. lift / carry
2. stamina / endurance
3. push / pull
4. knee / squat
5. reach
6. repetitive tasks
7. fine motor: pinch / grasp
8. fine motor: manipulate / maneuver
9. gross motor
10. sit in chair
11. walk / stand
12. balance
13. bend / twist
14. stoop / crouch
15. 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

1. vision
2. hearing
3. touch
4. smell
5. taste
6. oral communication
7. temperature
8. fumes
9. external stimuli
10. lighting
11. 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

1. short term memory
2. long term memory
3. task complexity
4. reading
5. writing
6. spelling
7. string of numbers (math)
8. paying attention
9. visual, auditory, or kinesthetic learner.
10. self-esteem / advocacy issues
11. behavior issues / acting out
12. other