Jump to Main Content
Decrease font size Reset font size Increase font size
Ontario Institute for Studies in Education, University of Toronto Home| OISE| U of T| Portal| Site Map | Contact Us | Feeling Distressed?
INSPIRING EDUCATION | oise.utoronto.ca
Adaptive Instruction for Teacher Education: Inclusive Approaches, Resources and Technology
Go to selected destination

 

Case Study Descriptions

  

In each of the following case studies, base your responses on the grade level that you teach. That is, select an appropriate grade and then discuss appropriate adaptive technologies and ways to differentiate instruction that will assist students at that particular grade level.

Download all Case Studies

or download them individually below

 


Case Study #1


Joseph is a boy who speaks and expresses himself well - his oral language is excellent. He also has a good visual memory and ability to use visual information and enjoys working on the computer, whereby he has good keyboarding skills. His organizational skills are weak and in particular, he is having difficulty with expressing himself in written work.

WHAT TYPE OF ASSISTIVE TECHNOLOGY MIGHT BENEFIT JOSEPH AND HOW WILL YOU DIFFERENTIATE INSTRUCTION THAT CAN HELP HIM SUCCEED?

Download Case Study 1


Case Study #2


Suzanne is a student who wears glasses and has difficulty seeing. She excels at activities that require oral and active participation. However, she has difficulty with reading the text on a page, usually due to the size of the font.

HOW WILL YOU DIFFERENTIATE INSTRUCTION FOR SUZANNE AND WHAT TYPE OF ASSISTIVE DEVICE WOULD ASSIST HER?

Download Case Study 2


Case Study #3


John is a bright student who has excellent oral language and actively participates in all class discussions. He listens attentively and offers excellent opinions often using good vocabulary. His vision has been tested and is fine. However, he has extreme difficulty reading and producing written work. He has been identified as having a Communication Exceptionality - Learning Disability and has visual spatial processing difficulties. (Termed a non-verbal learning disability).

HOW WILL YOU DIFFERENTIATE INSTRUCTION FOR JOHN AND WHAT TYPE OF ASSISTIVE DEVICE WOULD ASSIST HIM?

Download Case Study 3


Case Study #4


Monique is an active student in the classroom. During mathematics and science activities, it has been noted that she is experiencing difficulty applying more than one step to solve a problem, even though her memory is good. She sometimes makes errors in calculations that involve more than one step. She also has difficulty explaining her ideas in a logical and sequential manner. A school support team believes that her weakness is in deductive reasoning as a result of not being able to follow a series of steps to solve a problem. They suggested assistive software that may help her with her problem.

HOW WOULD YOU DIFFERENTIATE INSTRUCTION, WHAT ASSISTIVE TECHNOLOGY WOULD YOU RECOMMEND AND WHY?

Download Case Study 4


Case Study #5



Steven is a bright boy who has mild cerebral palsy and while he is able to keyboard, he has difficulty producing handwritten work. It takes him a long time to do this as it is very laborious, and what he produces is illegible.

WHAT KINDS OF DIFFERENTIATED INSTRUCTION AND ASSISTIVE TECHNOLOGY COULD HE USE SO THAT HE IS FULLY INCLUDED IN ALL ASPECTS OF THE CLASS?

Download Case Study 5


Case Study #6


Mark is a delightful student who gets on well with others and always listens attentively in class. He has been identified as having an Intellectual Exceptionality - MID and has, at times, difficulty understanding everything that is said in class. He also has difficulty reading, especially grade-related texts.

DESCRIBE HOW YOU COULD USE ASSISTIVE TECHNOLOGY TO SIMPLIFY THE TEXT FOR HIM AND GIVE HIM ACCESS TO THESE MODIFIED READING MATERIALS SO THAT HE RECEIVED THE SAME INFORMATION THAT OTHERS IN THE CLASS GET FROM THE TEXT. FURTHERMORE, HOW CAN YOU DIFFERENTIATE INSTRUCTION AND USE ASSISTIVE TECHNOLOGY TO EXPAND HIS VOCABULARY?

Download Case Study 6


Case Study #7


Raymond has been identified as having a Communication Exceptionality - Learning Disability which is related to his difficulty with auditory processing and delays in the development of oral language. He has difficulty reading and his written language is very weak. He has excellent, superior visual processing abilities and is intellectually very bright but has a weak vocabulary and retrieval difficulties.

HOW CAN YOU DIFFERENTIATE INSTRUCTION FOR RAYMOND AND WHAT ADAPTIVE TECHNOLOGY COULD YOU USE TO HELP HIM?

Download Case Study 7


Case Study #8

Jonathan has been diagnosed with ADHD (Attention Deficit Hyperactivity Disorder). Although he is of average intelligence and does not have a learning disability, he has been identified as having a Behaviour Exceptionality as he has difficulty paying attention in class, is very restless and has difficulty producing the written work needed to achieve at the appropriate grade level expectations. He is extremely anxious about his grades but this tends to exacerbate his difficulties organizing his ideas and doing work.

HOW CAN YOU DIFFERENTIATE INSTRUCTION FOR JONATHAN AND WHAT ADAPTIVE TECHNOLOGY COULD YOU USE TO HELP HIM?

Download Case Study 8


Case Study #9


Some students have great difficulty with math. It may be developing number concepts, place value, other math concepts, or in problem solving.

ARE THERE WAYS OF USING ADAPTIVE TECHNOLOGY TO DIFFERENTIATE INSTRUCTION FOR INDIVIDUALS OR FOR THE WHOLE CLASS?

Download Case Study 9