Introducing Jack

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by sbtc2233
Last updated 7 years ago

Discipline:
Science
Subject:
Inventors and Inventions

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Introducing Jack

This technology fulfills many of Jack’s needs. The RJ Cooper keyboard would allow Jack to keep a faster pace in class by taking notes, completing assignments, and staying task orientated. Jack’s present handwriting skills allow him to write approximately four words per minute. This pace is not congruent with keeping pace of a fourth grade general education class. Fortunately, Jack’s intuitive skill for technology has excelled his typing to over double his handwriting pace. With further lessons, Jack’s typing skills should increase. Studies have shown that not only using large print products benefit the students, but giving the opportunity for students to learn the technology involved gives a lasting benefit (Kelly). Technology is out future, and the more exposure that we can give to our students the better. Jack’s eagerness to learn technology should be influenced to benefit Jack. As Jack learns keyboarding, he will also progressively learn other corresponding technologies. In addition, keyboarding is a life skill that Jack will keep into his adulthood. I do not foresee keyboard being replaced in schools or workplaces. If anything, keyboard will increase as Jack’s grades progress and this technology will prepare him for such.

Jack is a Caucasian eleven year old, soon-to-be fourth grader in Brevard County Public Schools. He is a very active child that enjoys spending time with his two older and one younger brothers aged 5, 12, and 17 respectively. He is from a single parent household. Jack loves the outdoors, art, and technology. Although Jack struggles with day to day assignments, he excels when working alone and on tests. Jack dislikes handwriting as he says it hurts his hands and he is not confident with his legibility. Upon interview with his mother, I found that Jack enjoys using computers and would like to use them more. However, he has some difficulties seeing and manipulating a keyboard. Jack participates in all classroom activities with some assistance. Jack believes his handwriting skills retain him from keeping up in class. He takes much of the work from class home because he cannot keep up with the class pace while writing by hand. Jack does have fine motor skill deficits. Jack's current handwriting skills allow for 4 words per per minute on average. Current typing skills are upwards of 10 wpm. In addition, Jack receives front row seating and copies of all displays that are on the overhead. His IEP lists his exceptionality as Intellectual Disability and Visual Impairment, Including Blindness. Ultimately, Jack is a highly motivated student that wants to lead a productive independent life. His goal is to become a worker. Future sessions will allow elaboration.

The technology chosen for Jack is a large-print keyboard. There are several models of keyboards that can be chosen dependent upon the needs of the student. I chose RJ Cooper’s EZ See keyboard. Its ease of use combined with QWERTY color coded keys enhances the student’s ability to utilize the keyboard. Large print allows the student to focus less on the keys and more upon what they would like to type. If a student needs assistance in finding a key, a hint such as “it is on the blue row” provides feedback. RJ Cooper’s product also allows the student to mount the keyboard at a 45 degree angle. This keyboard can accommodate all students typing abilities, from single touch to full touch typing. Soft touch keys allow for a quiet typing experience. This keyboard will allow Jack to learn basic keyboarding. The ability to use a keyboard permits Jack to keep up on assignments, increase his motivation, and future success. RJ Cooper: Comparative to RJ Cooper’s product is the Dolphin keyboarding set. This keyboard is a great keyboard for more advanced users. The included software (SuperNova) allows the user to directly change the text size, sound, and many other commands directly from the keyboard. Dolphin's own Large Print QWERTY keyboard with high contrast keys. 18 easy to locate, tactile 'Quick Buttons' for easy access SuperNova features. Dolphin:

Introducing Jack

Week 3 - 30 minutes 3x per day

Week 1 - 30 minutes 3x per day

Week 4 - 30 minutes 3x per day

Week 2 - 30 minutes 3x per day

Week 10- Milestone Assessments

Week 6 - 30 minutes 3x per day IMPLEMENT

Week 8 - 30 minutes 3x per day

Week 9 - 30 minutes 3x per day

Week 5 - 30 minutes 3x PROGRESS REVIEW

Week 7- 30 minutes 3x per day

Implementation

Implementation of a keyboard should consist of nine weeks of training culminating in a milestone test conforming to his proposed IEP goal. Lessons will consist of pull-out one-on-one sessions with a technology specialist. His proposed IEP goal is as follows:“By the end of the first semester, Jack will touch-type a passage of text 15 words per minute with not more than 5 errors on a 5 minute test while utilizing a large print monitor and keyboard. By the end of this academic year, Jack will touch-type a passage of text for 5 minutes at 25 words per minute with not more than 5 errors while utilizing a large print monitor and keyboard.Weeks one through five will consist of basic keyboard skills lessons. Currently, Jack types at ten wpm. After five weeks of lessons, progress should show a minimum of two to five wpm. After progress is determined, implementation into the classroom should be made. Jack will have access to a comuter, large print montor, and large print keyboard during class. Lessons six through nine will concentrate on miscues and typing with multiple digits. Week ten will compose of assessing current skills and readdressing IEP goals in needed. If adequate progress is made, progression towards objective number two, 25 wpm, should commence in week eleven. Once 25 wpm is achieved, IEP goal is achieved and should be reevaluated to consider options.

References:http://rjcooper.com/big-blue-tooth-keyboard/index.htmlhttp://www.yourdolphin.com/productdetail.asp?id=38Kelly, Stacy M. "The Use Of Assistive Technology By High School Students With Visual Impairments: A Second Look At The Current Problem." Journal Of Visual Impairment & Blindness 105.4 (2011): 235-239. PsycINFO. Web. 1 June 2014.

By Daniel Scott


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