CASE STUDY
ELEMENTARY This student profile includes: Down Syndrome, low muscle tone, myopic vision requiring glasses and an intellectual dis- ability who was in general education. The OTP provided inter- ventions in the general education classroom with embedded and pull-out services. This type of service model allowed the OTP to see the classroom expectations, to teach skills in isola- tion and support the generalization of skills in the classroom. A collaborative team utilized Universal Design for Learning (UDL) principles to modify and adapt materials for inclusion success (CAST, 2024). There were academic expectations and also classroom and community expectations. Elementary school students were assigned classroom and school-based jobs. Classroom respon- sibilities included being line leader, teacher’s helper, safety pa- trol or library helper. Classroom tasks included wiping down tables, stacking chairs, sweeping and vacuuming. A low-tech visual support checklist was used in the classroom for remind- ers of daily job tasks (Figure 1). There was also a school-based Community Based Instruction (CBI) program that promoted school-based jobs for early work and community experiences (Schwind et al., 2021; Schwind, 2017). Jobs were performed (listed in Table 5) and taught using evidence-based teaching strategies with AT supports that addressed the transition pre- dictors. ELEMENTARY SCHOOL AND AT INTERVENTIONS Low tech AT supports were provided such as primer lined, color-coded paper for letter alignment and letter sizing that was manually bound at the top for left hand dominance. A pencil grip was used due to low muscle tone. Sentence frames and starters were used with weekly sight words, a low-tech strategy for writing prompts. Visuals were provided for inde- pendent access to science experiments as shown in Figure 2. The OTP supported school-based jobs and classroom jobs with AT interventions. Video modeling and simulation helped to teach the steps of each job. Video modeling, a widely ac- cepted support (Wicker et al., 2022) was an important AT in- tervention especially after holiday breaks for memory recall. A tablet was used to access the QR code job videos. Low-tech supports were used on various jobs. The student stocked items in the school store using visuals to match merchandise and vi- sual scripts were used for customer interaction. Parent involve- ment was encouraged by having parents shop in the school store. Part of the school store was a banking job. Visuals were used to match, sort and count money including a ten popsicle stick puzzle to count dimes (Figure 3). A large calculator was utilized to add money for vision and fine motor weaknesses. Daily visual schedules were utlized. The jobs were placed
Figure 1: Checklist of Classroom Jobs created using LessonPix.
on a visual schedule as seen in Figure 4. Each job took about 15 minutes with 1-2 jobs performed each day. Being a preschool helper and a library helper like other fourth and fifth grade stu- dents were favorites. The library helper included gathering books from classrooms, loading them on a cart, pushing the cart and scanning books in. Books were then placed on a cart with visuals indicating the genre (a “B” on the spine to the “B” on the cart indicating Biography). Low tech interactive books similar to social narratives (Fig- ure 5) were used to teach jobs along with simulation activities. There was planting, watering and harvesting in the garden. Low tech interactive books with textures and manipulatives were made to teach the parts of a plant, the plant cycle, and the water cycle. Self-recorded audio books about parts of a School Based Community Instruction Vocational Opportunities Outdoor Garden – planting, watering, harvesting Farmer’s Market - washing, packaging, selling, greeting, counting Backpack Buddies – sorting items and packing backpacks Backpack Delivery – loading, unloading, matching numbers, navigating halls Coffee Cart – stocking, selling, counting money Lost and Found – sorting, hanging and color matching Banker - counting money and coin sorting School Store – stocking, selling, counting money Library - collecting books, navigating halls, scanning returned books Feeding the birds by filling birdfeeders Composting Table 5 - School-based Community Based Instruction (CBI) Program Example Jobs for Elementary School.
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