Biomedical Engineering Reference
In-Depth Information
is to support teachers in creating and adapting lessons in order to increase access and par-
ticipation for all students. One of the main ideas is that of ”flexibility,” i.e., offering multiple
means of presentation and participation to students and offering them different ways to
show their understanding. In other words, getting the pupils to read a topic and write
answers into a workbook only reaches a certain percentage of pupils. Many students do
not perform well with narrow parameters, but may work well when work is presented in a
different way. Although UDL is not technology-driven per se, technology does offer some
of the flexibility that benefits all learners. For example, text-to-speech software, such as
ReadPlease, will help the pupil who is struggling to read. In addition, text can be enlarged
and colours changed to help a student who finds it hard to distinguish text.
7.6 Case Evaluation
Craddock (2003) discussed nine stages in the service delivery process of AT:
1. Outreach;
2. Initiative;
3. Assessment;
4. Typology of the solution;
5. Selection;
6. Authorisation for financing;
7. Delivery;
8. Training;
9. Management and follow-up.
By applying the above model to students, we can observe how the key elements of the
Matching Person with Technology (MPT) model—personal characteristics, Milieu and AT
solution- combine to enable clients to fully participate in school, family life, and commu-
nity. Our case studies will look at two students; Zoey, a young female student entering the
pre-school program and followed though into the intermediate school; and John, a second-
ary student with plans to transition to college.
7.6.1 First Case Study: Zoey
Zoey is a 21-month-old female toddler who presents with neurological delays secondary to
hypoxic-ischemic encephalopathy. She has a diagnosis of congenital quadriplegia. She was
born at 41 weeks, distocical birth, and vacuum was applied to assist with delivery. Zoey
was born with serious medical complications. Her Apgar score was 1. She was reanimated,
incubated, and moved to the pediatric intensive care unit, where she received neurore-
habilitative care for 40 days. She was discharged home to parents, and therapy services
continued through an early childhood service program. The case for this chapter jumps to
Zoey at age 36 months, at her transitional IEP meeting, because she is to begin educational
services through the Pre-School Program for Children with Disabilities (PPCD) under the
Individuals with Disabilities Act (IDEA).
