Example 6: Physical Disability Service requiring writing support

Student

Bridget, aged 10.

Diagnosis of Cerebral Palsy – spastic quadriplegia.

She has multiple challenges including difficulties with gross and fine motor activities.  She's working at Level 2 of the curriculum.

Bridget's is able to walk short distances with the support of a walking frame and has a manual wheelchair for longer distances.

She has difficulty maintaining an upright sitting posture because of a lack of muscle strength and fatigues easily.

Writing with a pencil is very limited and tiring. She's able to write 3–4 sentences during a 20-minute writing session but legibility deteriorates the more she writes and can often be unreadable.

Environment

Bridget attends her local primary school full time.

She's in a mainstream class of her peers with 28 other students. There is one teacher and one teacher aide in her class.

Suzy receives support from Occupational Therapy and Physiotherapy through the Physical Disability Service.

The class have shared group tables with plastic bucket chairs that are all the same height.

Students are allowed to bring their own devices but only 3–4 students have opted to do this. The school support Windows and iOS devices. The class has access to 10 class laptops that are shared with other classes in the school.

Task

Primary learning goals that assistive technology may support. Bridget will:

  • increase the quality, quantity and legibility of written communication
  • keep pace with her peers.

Bridget will increase her independence within the classroom.

Tools

Hardware needs to be:

  • portable (to work in a variety of spaces)
  • lightweight and easy to manage.

Other possible features:

  • Microphone and camera functions.

The software needs to have:

  • word prediction functions
  • read aloud functions.

Assistive technology chosen to trial

  • Lightweight laptop with Word prediction and reading software.
  • Slopeboard.
  • Modified chair with armrests and footplate.

Notes

After a four-week trial, there was enough evidence of success to complete the assistive technology application.

Progress after six months

Using the laptop with prediction software, Bridget is able to complete writing tasks more quickly, often at the same time as her classmates. Using the keyboard is significantly easier than manipulating a pencil and the word prediction reduces the keystrokes so she can write more and faster with reduced fatigue.

Bridget is able to write 8–10 sentences during a 20-minute writing session, which is 100% legible and easily able to be read back.

Bridget is able to manage the lightweight laptop on her own including carrying it to her table, opening it up, turning it on, and starting the writing program.

Using the slope board and modified chair, Bridget is in a much better position to see her work and do her writing.

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