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Thomas (Client Profile (Thomas T., DOB: 02/12/1997, Grade: 11
Diagnosis:…
Thomas
Client Profile
- Thomas T., DOB: 02/12/1997, Grade: 11
- Diagnosis: Muscular Dystrophy
- Primary Language: English
- Gradual loss of extremity and hand function
- Thomas has been using a power wheelchair for mobility for 5 years, and a computer to write for 3 years.
- Due to loss of dexterity, it is hard for Thomas to move his fingers and fatigues easily.
- He is placed in Advanced Placement classes for Language Arts and Math.
- He plans to attend UT after HS graduation.
- Thomas currently needs a more efficient way to enter text into the computer and requires an alternative for a standard mouse.
- Thomas currently uses a standard computer for writing at school.
- Thomas uses the feature of voice activation to enter text into his computer at home, but cannot use this feature in the classroom due to not being functional and causing disruption in the classroom.
Environment
- Standard computers are available for writing in school.
- Computers are available in each classroom.
- Voice activation computer is available at home.
- Uses power owned wheelchair for mobility/transportation.
Teachers are willing to accommodate for Thomas, however previous attempts with voice recognition have caused disruptions for the class and use was discontinued.
Environmental Evaluation
- the environment does not provide Thomas with the ability to use voice activation.
- Teacher education format could be changed to provide more verbal responses to questions such as creating small group discussions
Assisstive Devices
Onscreen keyboard with word prediction: Used for short essays in Language Arts class. When used in the classroom after one training session with OT; 40 WPM, 4 errors corrected while composing. Some fatigue noted at end of the session.
Rationale
- Increased speed with 40 WPM
- Increased legibility with 4 errors corrected while composing.
- Useful for short answer question while in the classroom because there is some fatigue after its use.
- easy for Thomas to learn because it only took one session for him to pick up how to use this device
Small Track Ball: Completed graphic design project, OT room during study hall. Thomas had no difficulty using the tool. He did not hamper keyboard access. Use was transparent and required little training. Very little fatigue.Thomas felt that it was hard to use the buttons on the small track ball, and so he liked using the Rocket Mouse better.
Rationale
- Thomas has difficulty using the small track ball as a mouse.
- His input stated that he liked using the Rocket Mouse Best, as it is simple and easy to use. Requires less hand and finger movement.
Voice Activation with macros: Used for short essay- Language Arts. Thomas was able to complete in the OT room after 2 weeks of learning to use programs: 45 WPM, 10 errors corrected while composing. Some fatigue noted at the end of the session.
Rationale: Thomas is very proficient at using the Voice Activation device. This is Thomas' choice of writing device while at home. Due to the concerns voiced by Thomas and his teachers
of the device disrupting the rest of the class, it is recommended that Thomas use this device only for long, in-class writing assignments. Thomas can move to the library or an empty room and use his device to compose his essays using voice activation. The OTs will work with the teachers to find an environment that will allow for this accommodation for Thomas
Student Evaluation
Areas of Concern
Limited hand and extremity movement and easily fatigues while typing- limits abilities to compose for classwork - needing a more effective and efficient way to type
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Education Goals
- Increase legibility and speed in written expression specifically, inputting information in computer and a more effective computer mouse for his weak hand movements and fatigue.
- Create an environment that gives him the ability to use voice recognition when needed to compose long written assignments.
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