case study symbol language crtic guarda 2014

CRTIC Guarda

Case Study

Literacy development with

Graphic Symbols

Guarda, may 2014

CRTIC Guarda

Geographic scope

► Schools Clusters of the municipalities:

Almeida, Belmonte, Celorico da Beira,Fornos de Algodres, Figueira de CasteloRodrigo, Guarda, Meda, Sabugal, Trancoso e

Pinhel.

CRTIC Guarda – maio 2014

Geographical Location of ICT Resource Centre for Special Needs(CRTIC)

► Secondary School Afonso de

Albuquerque – Guarda

Schools Cluster ofFornos de Algodres


Pupil’s School Fornos deAlgodres

Population: 230 pupils11 teachersSchool grades:

Pre-schoolPrimary school

Pupil’s profile: Down Syndrome

Case Study Objectives


Global Objective

► To evaluate the impact of Assistive Technologies to promoteliteracy (reading/writing).►

Specific Objectives

► To use the computer and graphic symbols (Communicate with

Symbols SW) to learn how to read and write;► To apply to different contexts;► To apply different strategies aiming at school achievement;► To assess how Assistive Technologies contribute to the inclusion of

the pupils with his peers.

Pupil


Identification

Name: André Fernandes School Year : 4º Ano Age: 11 Anos

Activity and participationThe pupil presents severe limitations in language development (d134.3), conceptacquisition (d137.3) and competencies (d155.3) and in reasoning capacity (d163.3).

Environment FactorsTeachers are relevant facilitators (e330+3).Personal care providers and assistants (e340+3) e other professionals (e360+3)are also relevant facilitators.

Functioning Profile

Body FunctionsThe pupil presents severe limitations in intellectual functions (b117.3), in globalpsychosocial functions (b122.3) and in temperament and personality functions(b126.3).

Educational AccomodationsDecree -Law 3/2008


► Article 17º - Personalized pedagogical support

c) – antecipation and reinforcement of content learning in classroomd) – reinforcement and development of specific competencies

► Article 21º - Individual Specific Curriculum

► Article 22º - Assistive Technologies

Complementary MeasuresRegular monitoring at Coimbra Pediatric Hospital Pediátrico and weekly

speech therapy.

Assessment NeedsAssistive Technology


André is supported by the same SEN teacher since Kindergarten, Concernedwith the inclusion and success of the pupil she required intervention of CRTICGuarda to assess the pupil in AT needs. In primary school, she requested a re-assessment on account of:

► Learning difficulties in reading and writing;► Dificulties in oral and written language;► Dificulties in fine motor functions;► Need for differentiated learning strategies and methodologies to

reading and writing;► Need to develop motivation for oral and written language in

attractive ways.



► Assessment started with a story in the

computer, and one could observe visual andauditory competencies that allow André touse the computer and manipulate the mouse.

► Next, the pupil was given the opportunity to

interact with the software «Communicate withSymbols». André revealed receptivity andshowed interest, because he could write andwatch an image, which motivated him toreading and writing.



►Considering the characteristics, skills andobjectives defined in André’s IndividualEducational Curriculum and taking into accounthis interest for the computer, it wasrecommended the use of symbol software todevelop reading and writing skills.

► Software training was provided to the teachers

who interact with the pupil. The software started tobe used by the pupil in the beginning of 2011/2012.