healthy responses were typed using word prediction for spell- ing and text to speech for editing. Without these supports and modifications, access to these lessons would have been mini- mal. Solutions were also provided in Tech Ed for continued Career and Technical Education course exposure. Brain Pop videos were accessed to gain knowledge on specific topics. Computer aided design (CAD) programming was difficult so low-tech vi- suals were provided for the creation of 3-D objects using build- ing materials such as popsicle sticks, K’Nex and Tinker Toys (Fig- ure 30). Programming the robotic car was difficult so a Lego car was made from step-by-step visuals that the OTP created in a Google slide deck. During other coding or programming activities, the ozobot (Figure 31) and Beebot (Figure 32) were used for participation and access. Social skills, self-regulation skills and workplace behaviors were utilized while performing these skills like the peers in this inclusive classroom. MIDDLE SCHOOL THEMED GROUPS The OTP lead a weekly job related themed group (Table 6) and created low tech visuals and interactive books for each theme. Simulation activities were performed to learn the job of the month. Composition pieces and vocabulary words were typed related to that theme. The culmination each month was role simulation in the “shop.” Some students took on the role of customer and some took on the role of shopkeeper for contin- ued work experience. A visual script for customer interaction and pricing visuals (Figure 33) were provided. The goal was al- ways independence. Writing and literacy activities were part of these groups (Fig- ure 34). Students were encouraged to self-advocate for using the computer. At the end of every monthly theme, interest surveys were completed. Questions such as “Did you like the ice cream shop?” were asked and “If you liked working in the pet shop, where could you work?” In this way, there was expo- sure to careers and job opportunities while expectations were created and self-determination was supported. In 6th grade, these monthly responses were bound and sent home to par- ents for increased parent involvement and parent expecta- tions. In 7th and 8th grade, there was more familiarity with technology, so slide decks were made for writing responses. Worksheets were uploaded as a background image on a slide and text boxes were inserted. Classroom digital stories were created as a class (Table 7) that supported typing skills and were shared with parents (Figure 35). HIGH SCHOOL AND INTERNSHIPS WITH AT SUPPORTS In high school, there was still a range of AT supports provid- ed in inclusive high school classrooms to promote a program of study that supported a specific high school diploma. As part
Figure 33: A visual pricing sheet for birdseed wreaths that were sold in the Farmer’s Market indicating how much up to 4 birdseed wreaths would cost.
Figure 34: A journal response using digital writing following the flower shop activity indicating who she was going to give the flowers to and how it will make her feel.
Table 7
Flower Shop Digital
Popcorn Shop Digital Book
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