Julie is a fifth grade student who has Aniridia, an eye condition defined as the absence of part or most of the iris. Children with Aniridia generally have a combination of visual problems that may include sensitivity to light, glaucoma or fluid buildup causing pressure in the eye, cataracts, involuntary eye movements, poor visual acuity, and underdeveloped optic nerves.
In her IEP, it states that educational implications of Julie’s condition include positioning her to eliminate glare while working in the classroom. Print size for materials should be enlarged to 22 Ariel font to reduce visual fatigue, use of high contrast materials (black and white), use of a hand magnifier, and use of a CCTV. Julie is also learning Braille. Lighting is an important factor to keep in mind, as she requires ample lighting when doing tasks, but direct glare may cause a visual “wash out” effect. When walking around the building, Julie should be encouraged to scan her environment and concentrate on her surroundings so she becomes aware of obstacles or open doors in her pathway. She should also be encouraged to work as independently as possible, her one-on-one aide is best used to set up class work or assisting with adaptive materials.
Overall, Julie’s IEP continues to inform that she is a bright student with no recorded behavioral needs, and is an active participant in the classroom. Her parents have expressed the importance of her receiving an appropriate education and working towards her full potential.
Further directive from Julie’s IEP indicates that in order to meet this goal, academic provisions include the use of hand magnifiers, CCTV, close reading distance, use of a reading stand, use of large print materials, use of materials that offer good contrast and clarity, and allowing additional time or reducing time spent on assignments to compensate for slower work rate. Lighting conditions should be strong and diffused, with a sensitivity to reducing glare from windows. Julie should use a variable intensity desk-top reading light as needed, time to adjust to changes in lighting conditions, and tinted lenses or sunglasses.
Other conclusions derived from her IEP indicate that writing considerations for Julie include giving her the option to use cursive or handwriting. She should also use dark-lined paper, felt-tip markers, soft-lead pencil, additional time for writing tasks, eliminate or reduce nonessential copying tasks, flexibility in handwriting, and keyboarding instructions. Also, allow Julie to work with a partner for special tasks when necessary.
When working on a computer, Julie’s IEP outlines the importance of using programs that offer high quality, clear visual displays. She should also have access to a large monitor to enlarge the display, an individual workstation, positioned in a location that eliminates glare from the screen, and voice output adaptations. Physical adaptations include the use of her bifocals for distance vision, and to provide her with preferential seating (center front seat).
As part of this Case Study an assistive technology plan was created for Julie using the SETT Framework (Student, Environment, Tasks, & Tools) to ensure her unique educational needs were met. The focus was to address the crucial accommodations outlined in her IEP, referenced above, while ensuring that her educational experience is both effective and enjoyable.
To facilitate Julie’s learning, the WATI Trial form was completed to assess the effectiveness of assistive technology, specifically focusing on the JAWS Software. In the form a structured 30/60/90-day trial period was outlined to evaluate Julie’s interaction with JAWS, allowing her to gradually learn basic computer skills with the support of JAWS. Through this plan, the goal is to provide her with hands-on support and resources to build her confidence.
Lastly, a list of questions aimed at further understanding and refining the assistive technology plan for Julie was developed. These questions targeted personal experiences and observations provided by Julie, her parents, and her teacher. This qualitative data should be used to support the decision-making process around Julie’s educational plan and how technology should be used to support her continued growth.
In conclusion, tools such as the SETT and WATI Trail Form to create a plan around Julie’s educational growth provided structure and a comprehensive assistive technology plan that addresses her unique needs and strengths. This not only enhances an educator’s understanding of a student’s condition, but also empowers them to develop innovative strategies that support a learning journey. In the future, I know a similar strategy would prove a meaningful tool to advocating for student success.