Low Cost at Three Cost-Effective

Low Cost AT Three cost-effective solutions that could be used to solve challenges faced by Amos. The Office of Disability Employment Policy offers on its website solutions to employers who seek cost-effective methods to make workplace adjustments so that all employees can do their jobs. As the site points out, adjustments or accommodations can be simple, or may require advanced technology. In some instances, an accommodation may be procedural. The focus of any accommodation is the work that needs to be done, and what is needed to make that happen.

Several examples are provided. In one, tennis balls are cut in half to provide a better grip for an individual with poor motor skills. In another example, the best solution is a modified wheelchair costing $7,000. These varied examples show that assistive technology (AT) can cost very little or, depending on the size of the organization, represent a significant sum of money. With today's school budgets frequently under close scrutiny, classroom teachers and special educators are looking for cost-efficient ways to provide accommodations for their students.

The student in this case study, Amos, is a nonverbal kindergartener who has been diagnosed with an autism spectrum disorder. Three cost-effective solutions are presented here that could be used to solve challenges faced by Amos. Nonverbal or low language students benefit greatly from adapted books, which are actually kits that have a book and various props needed to act out the story. "Adapted books help students connect in their minds that objects and actions are represented through language and literacy.

They create a multisensory experience that offers multiple pathways for students to participate in the lesson and demonstrate comprehension" (Kowalski, 2009). Beanie Babies, dollhouse furniture, and toy food are items that are easily obtainable and may already be in the kindergarten classroom. Kowalski also suggests the Dollar Store, Michael's Arts and Crafts, and even the Salvation Army as place to purchase inexpensive items to make kits for books. Patten and Watson (2011) reported on successful behavioral interventions that targeted attention in young children with autism.

They noted "[t]he ability to focus and sustain one's attention is critical for learning." One strategy is allowing Amos to engage in self-directed play. Child-directed play, as opposed to adult-directed play, lets the child chose the object of focus. Another strategy is reinforcement; especially the strategy called "natural reinforcement" could be beneficial to Amos, as it would require him to communicate the need for something and then receive that item. The speech and language therapist is using this method to try to get Amos to verbalize his needs.

Another method of reinforcement noted by Patten and Watson, a small food reward, will not be used with Amos, since both his mother and his doctor are somewhat concerned that Amos is overweight. Amos occasionally receives pretzels to help redirect him when he gets frustrated, and it is thought that food should not be used in a second scenario as well. Patten and Watson also noted the benefits of touch therapy, and this is a third low-cost solution to Amos's problem with attention.

The occupational therapist offered the use of a soft rubber brush, designed for use for people with sensory issues. Children with autism, as Amos has shown, often respond to brushing, which requires that an educator use the brush to gently stroke Amos's forearms. The action calms him and refocuses his attention when he gets off task. The brush is very inexpensive and can easily be washed in the event it is used on other children. References Kowalski, L. (2009). Adapted books: Promoting participation, speech, language and literacy. Advocate of Oakland County.

Retrieved from http://www.asaoakland.org /forms/Advocate_010710.pdf Patten, E., & Watson, L.R. (2011). Interventions targeting attention in young children with autism. American Journal of Speech-Language Pathology 20(1), pp. 60-69. Office of Disability Employment Policy (ODEP). Investing in people: Job accommodation situations and solutions. (2005). United States Department of Labor.

Retrieved from http://www.dol.gov/odep/pubs/misc/invest.htm Task 2: Beard et al., (Chapter 3) and challenges faced in determining AT solutions As pointed out by Beard, Carpenter and Johnson (2011), the determination and implementation of AT solutions requires a team effort, and may include a wide range of specialized members: AT specialist, general classroom teacher, special education teacher, school administrator, Local Education Agency (LEA) representative, parents, school psychologist, school counselor, physical therapist, occupational therapist (OT), social worker, school nurse, speech-language pathologist, and representatives from community-based agencies.

One of the challenges in determining AT solutions for Amos is the lack of resources, both human and material, in the poor, rural district where he attends school. Before Amos entered kindergarten in the fall, a team of educators met with Amos's parents to begin putting together an Individualized Education Plan (IEP). In attendance at the meeting were the kindergarten teacher, special education teacher, the school principal, the speech-language pathologist, and the school psychologist. The occupational therapist was unavailable for meeting.

There are two grade schools and a middle school in the district; the three schools share the services of the OT, speech-language pathologist and school psychologist (who is responsible for testing). Amos is perhaps the most severely autistic student ever to attend his school. The speech-language pathologist, a recent hire, has considerable experience with children with autism because of previous work experience in a larger district. The rest of the team, however, has relatively little experience with a student as disabled as Amos.

The team agreed it would be a challenge to determine the best ways to address his needs. Another challenge is the fact that each child is unique. Although there are some common AT solutions demonstrated to be effective with children with autism, there are no guarantees with respect to the way children will respond. For Amos, kindergarten is his first school experience. If he had attended preschool, the AT team could talk with his teachers and find out which AT solutions were effective.

Without this prior experience, kindergarten will be a year of learning for Amos as well as his educators. Because Amos is nonverbal, it is not always easy to determine his needs. AT solutions must first be directed towards Amos's safety and well-being. After that, educators can work on his attention and communication skills. For example, Amos's parents reported that, when frustrated, Amos will sometimes hit his head with his fist. The special education teacher suggested that Amos be given a stress ball to squeeze instead. At first there was.