13 yr old

diagnosed with hypotonia

diagnosed orthopedically impaired

has limited fine motor abilities

fatigues easily when he produces written work

unable to write for a long period of time

produces only 50% of the written work

has excellent cognitive abilities

average or above average intelligence

understands scope of work presented to him

written tasks are challenging to him (not cognitively)

quite responsible, concerned about finishing his work, wants to keep up with his classmates

takes him 3 hours to complete assignments

Uses computer to complete assignments at home

Why doesn't Josh use a computer in the classroom?

Would it help him to keep up with the class?

Would he prefer?

Does Josh mind having to work at home?

Is Josh aware of the OT's placement plans?

How does he feel about this change?

Does Josh have friends?

Is he happy in this current classroom?

How do other children feel about Josh?

Are there many cooperative group activities in the class?

Does Josh do well in pair work/group work?

Interwiev Josh

interview OT people

interview his teachers, school staff

interview his parents

interview his friends

receives OT for half an hour

School--two story building; two classrooms on the 2d floor

distance between classes

computers available in English, Science, and Computer classes

English--two computers per room for word processing

lots of written assignments

What is the attitude of the teachers and students toward Josh? Positive or negative?

Acceptance, appreciation?? Rejection??

What are the teacher expectations about the completion of assignments?

Is the written work only way of assessing students? Why so much emphasis on written output as measure of success?

Do teachers require group work in class?

How is Josh doing in pair/group work?

Is there a place available for Josh to study at school?

What is available to him in terms of space and AT?

Is the computer the only support sytem Josh has at home?

What else is available to him?

How does Josh carry his stuff from one class to another? Who helps him? His peers? His teachers? Someone else?

Is there a good communication between OT and Josh's teachers?

Do they collaborate well to meet Josh's needs?

Do OT people and Josh's teachers and parents know about LRE (Least restrictive environment)?

Does Josh have an IEP?

Interwiev Josh

interview OT people

interview his teachers, school staff

interview his parents

interview his friends

involved in a number of school projects such as essays and book reports (written work)

reading texts, novels

cooperative learning groups

How does Josh take notes in class?

Does he or his parents complain about the tasks he is given?

Would they like the assignments to be shortened?

What are the teacher expectations about the completion of assignments?

Is the written work only way of assessing students? Why so much emphasis on written outputas measure of success?

How is Josh doing in pair/group work?

How are the roles distributed?

Is Josh required to write anything during the cooperative group activities?

Does Josh have any other tasks apart from school tasks?

Do his parents ask him to do any chores at home?

Observe and interview Josh

interview his teachers, school staff

interview his parents

interview his friends