UINVERSITY OF NEW ENGLAND

Using Technology Within Inclusion Education: Case Study

EDU 721: Instructor Cathy Jordan
Adrianne Carter 12/12/2010

Case Study Part I

This case study is being done in a public preschool classroom of 15 students. There is one general education teacher and one teacher s assistant in the classroom. Currently, the students engage in 6 and half hours of substantial instruction throughout the day. During classroom instruction, teachers use a district mandated curriculum that is aligned with student assessment. Wilkins is a 4 year old student that is part of this preschool classroom. Wilkins has been in the classroom since September. He has a pleasant disposition and he gets along well with others. Wilkins likes to participate in classroom activities and seems to enjoy the classroom environment. Since the beginning of the school year, Wilkins has exhibited some language and speech issues. He is having trouble articulating his words as well have comprehending language. Wilkins will participate in large and small group discussion, but at times it is hard to understand his speech. He also has trouble answering open-ended questions because of his comprehension abilities. Wilkins s mother expressed to me her concerns about her son s speech and language. He comes from a Spanish speaking household, but he speaks mainly English. Wilkins s parents do not speak English. His mother said that he received early intervention at the age of 2. He was receiving speech and language therapy through the local hospital. Once

Wilkins began the public preschool program, the hospital terminated his treatment because the public school system would be responsible for continuing the treatment. Wilkins is new to the program, so we have to start from the beginning, even though he has received early intervention. The process begins with the pre-referral process, moving onto the referral process, then the evaluation and then the determination of what services will be provided. Currently, Wilkins is only at step one, the pre-referral process. This process entails identifying the concerns, and setting up a plan of action to alleviate the concerns. Once the plan has been in progress for at least six weeks, the situation will be evaluated and then we will move onto step 2, the referral process. The current plan of action includes using simple language and many visuals. Our goals are to improve Wilkins s language comprehension.

The Universal Design for Learning

The Rose and Meyer text states that the basis of UDL is that a curriculum should include alternatives to make it accessible to individuals with different backgrounds, learning styles and abilities (2002). The UDL will allow for individualized instruction to help Wilkins s speech and language development. The three principles of the UDL include: recognize essential clues, master skillful

strategies for action and engage with learning. The common goal of the UDL framework is to reduce barriers and provide a variety of opportunities for all learners. I have chosen to use the UDL framework for my case study with Wilkins. I believe that providing a plan of action using UDL framework will be beneficial to Wilkins as well as the other students in the class.

Case Study Part II The Lesson Plan Make an Audio Picture Dictionary Materials:
A First Dictionary such as Scholastic First Dictionary* by Judith Levy old catalogs or magazines for cutting oak tag child safety scissors drawing paper, markers and crayons

 glue sticks or glue small binder rings and hole-punch

Activity 1. Show children a copy of a first dictionary or picture dictionary and ask them if they have ever seen or used a dictionary. Explain how and why a dictionary is used as you pass the book around for children to view. Point out that a dictionary is organized alphabetically. 2. Explain to children that they will make their own picture dictionary. They will cut out interesting pictures from magazines and catalogs or draw their own pictures and glue them onto sheets of oak tag. Below each picture they will write the name of the picture. 3. Provide children with the suggested art materials and paper. Place a line across the middle section of the paper to divide it in half. Ask children to glue only one picture or create one drawing in each section. Younger children can work with pre-cut pictures from magazines. 4. Assist children in writing or dictating words that relate to their pictures. Cut all the pages in half. Invite children to organize the pictures alphabetically. Younger children will require more adult assistance. Older children can also write or dictate a sentence that describes their picture. 5. Create a title and cover for the children's picture dictionary. Use a hole-punch, small binder rings, or ribbon to bind the book.

6. Differentiated Plan for Wilkins: The teachers will assist Wilkins in labeling his pictures for each page of his book. Wilkins will use simple pictures and phrases. Wilkinss picture dictionary will include a green circle on it so that he knows that is where the book begins. The red circle on the last page will let him know where it ends. Each page will be numbered. The teacher will make a recording of the word that is on each numbered page of Wilkinss picture dictionary. The recording will include simple phrases (Fish, say fish. Turn the page). Wilkins will be able to use his book in the library just as the other students do; however, he will have an audio recording to help him comprehend the picture and say the word, similar to a storybook that has audio. Wilkins will be provided with a set of childrens headphones to plug into the tape player, so that only he will hear the audio. Eventually, Wilkins will become more familiar with the words and phrases. He will be able to make more picture books with increasing comprehension of words and phrases that will also be used with audio. Assessment:
Wilkins will be assessed on his ability to use language and comprehend language. The goal will be for Wilkins to repeat the phrases that he hears on the audio and match them with the appropriate pictures in his book. Eventually, Wilkins will be able to comprehend more complex pictures and phrases such as the boy is eating lunch. Wilkins will be able to look at a picture and use a three to four

word sentence to describe what is happening. Wilkins will also be assessed on his ability to use the book with and without the audio.

Case Study Reflection

I completed the activity with the students and they were very excited about the idea of making their own book to use in the library or as a reference when working on particular activities. Wilkins was just as excited as the other students. He worked on the initial part of the project in small groups with the other students. I assisted him in the second part of the project. I helped him label the pictures in his book. I also showed him how to use the cassette player. Wilkins follows two-step directions well, so teaching him how to use a cassette player was not difficult. I sat with Wilkins the first few times that he used the audio with his book, to assist him in using the tape player and headphones. I helped him start at the beginning of the book and when we were at the last page, I reminded him that the book was finished. During center time, I encouraged Wilkins to use his picture book in the library or the listening area. He eventually began sharing his audio book with other students, even showing them how to use the tape player. Since this case study, I have helped Wilkins make another picture book that included audio. This time we included pictures of him playing and completing

tasks at school. Instead of labeling the pictures with one word, we used three to four word phrases such as Wilkins is eating lunch. The one concept that I have remembered throughout this case study is the origin of the UDL. The concept that is based on universal design in architecture and how buildings were being redesigned accommodate many types of users, including those with disabilities. This concept must resonate through my teaching practices, including differentiated instruction.

References Levy, J. (2002). Scholastic first dictionary. New York, NY: Scholastic. Rose, H. D., & Meyer, A. (2002). Teaching every student in the digital age. Alexandria,VA: Association for Supervision and Curriculum Development.