Technology+Screening

===**//11. Conduct an __Technology Screening, Summarize Results, Develop Interpretation, and Provide Recommendations__. (Worth 60 points). Go to: __http://www.onionmountaintech.com/files/article.pdf__ and download the article, “ Assistive Technology for Special Kids” to gain a basic understanding of the use of technologies in the schools. Go to: __http://www.onionmountaintech.com/files/PersonalChoices.pdf__ and download the Personal Choices student survey. Administer the survey with a school-aged “at-risk student. Using the results of the student’s responses, determine a specific area in which to explore further (organization, color, copying, etc.). Conduct a screening in the specific area chosen using one of the following instruments (available on the onion mountain website noted below) or develop your own screening instrument. Using a Technology Continuum handout which can be downloaded from: __http://www.onionmountaintech.com/files/banner.pdf__, provide a summary of the process you conducted and the results/interpretation/recommendations (include copies of the Personal Choices survey results, the screening instrument you used, your summary/results, and your recommendations for the use of technology for the student). //** ===


===**// 2. The student did not have a problem with any of the different color choice questions. //** ===

**// No lights: The student could not read //**
===**// Sun light: The student had to look carefully at the words and even put her hand up to block how bright the sun was. //** ===


===**// 4. Highlighting: I highlighted each word on the page a different color. I showed Jackie the page for about 15 seconds and then took it away. I asked her to tell me which word on the page first comes to her mind. She said Declaration of Independence. This was highlighted in the color pink which was her favorite color. //** === ===**// 5. Copying: When we asked Jackie to copy what she saw on the page, she placed her paper to the right, below the material with her paper slightly tilted to the right. //** ===


===<span style="font-family: Arial,Helvetica,sans-serif;">**// Eye Movement- When thinking very hard about something, Jackie looked up-right. This means that she resorts back to things she has seen. //** === ===<span style="font-family: Arial,Helvetica,sans-serif;">**// Color- She does well remembering things when using a color that she likes such as bright pink. This helps the word stick out in her head. //** ===

<span style="font-family: Arial,Helvetica,sans-serif;">**// Highlighting- ( refer to color) //**
===<span style="font-family: Arial,Helvetica,sans-serif;">**//<span style="font-family: Arial,Helvetica,sans-serif;"> Copying- When we asked Jackie to copy what she saw on the page, she placed her paper to the right, below the material with her paper slightly tilted to the right. //** ===

<span style="font-family: Arial,Helvetica,sans-serif;">
===<span style="font-family: Arial,Helvetica,sans-serif;">**// We found that Jackie learns best when she is able to visualize something. If she just hears it or sees the word, she does not remember it as well as if she is able to picture what is actually going on. We read the book, “The No Face Girl” out loud to Jackie with out her looking at the pictures. We then re read the book to her where she was allowed to see the pictures. When first reading the book, she was not able to explain what the story was about. After she was able to see the pictures she was able to summarize what the story was about but still had problems. I think that by allowing her to use post it notes or highlight certain parts in the story that she likes, she would be able to go back and remember what she read. //** ===