Child+Case+Study

We worked at the UCP for this child case study in Adrienne Wisecarver’s pre-k class. This class ranged with children with no learning disabilities to children with severe disabilities. We observed a little girl who could not communicate verbally. She was able to function by walking around the class and playing with different toys. She always carried a small blanket or rag in her hands which she would play with. The student used a communication board to communicate, primarily during snack time. If she did not get what she wanted, she would become very upset so they made a communication board that was labeled Teddy Grams and Juice. The student would push the button when she wanted a snack or when she wanted a drink. She would also use this to signal when she wanted more of something. This communication bored was necessary for this child because she enjoyed snack time, but when Ms. Adrienne or the assistants could not understand what she wanted, she would become very upset. This also helps her be more independent. She knows she has to ask for a snack or juice by using this story board. We asked Ms. Adrienne how well this story board works. She said that the student has really grasped the concept of using it and it is a great communication tool. There is no longer much frustration when trying to figure out what the student wants. Days Observed: Oct 14- Student uses communication board twice today. Once during snack time and once during lunch. The student only asks for a second helping of juice during snack time. Oct 21- The assistant was late on getting the students communication board out, so the student started to stomp her feet because she wanted her snack. The assistant then got her a snack and a drunk. Oct 28- Student uses communication board at snack time to ask for more snack. Nov 11- The student does not use her communication board today. She waited patiently for a snack and did not want anything else. Nov 18- The student used her communication board to ask for more juice and more snack. She asked for more juice twice but she was only allowed one refill on juice. Reflection This was a great classroom to observe. Ms. Adrianne integrated a lot of technology and the students, although very young, knew how to use them. It was very interesting to watch how all of the children interacted with each other considering their varying disabilities. When the specific student we were doing out case study on was upset or wanted to communicate, other children in the class would know she needed her story board during snack time. This helped us realize that story boards can be used for almost anything. If the teachers did not make this story board for the student, communication would be a huge barrier in this classroom. We found this experience to really help us understand different types of technology that can be used in the classroom.