Physical Efficiency Considerations
for Instruction and Literacy, 3rd Edition
Kathryn Wolff Heller, Ph.D., Georgia State University, January 2009
This profile is designed to provide information on students who have physical disabilities as to their physical abilities and need for adaptations. In the first part of this profile, information is provided on the student’s physical efficiency – how well the student can physically manipulate the materials and tools used in the classroom and the adaptations that need to be considered to improve the student’s physical functioning. Information regarding the student’s most reliable means of communication is also included. The second half of this profile provides information regarding the student’s reading and writing skills. This profile can be used as: a) an information gathering tool to summarize current considerations in providing instruction and/or teaching literacy, b) a recommendation instrument to suggest possible strategies and adaptations, c) a tracking tool to help monitor adaptations and strategies which have been tried, and d) a tool to monitor student progress in the area of literacy.
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Directions: Place a check on areas pertaining to the student and describe requested information
I. GENERAL INFORMATION Physical Disability
__ Has a Physical and/or Health Disability Diagnosis:
__ Has a deteriorating condition
__ Has fluctuating tone
Additional Impairments:
__ Visual Impairment Diagnosis:
Uses glasses or low vision device: Specify:
Optimum font size of pictures/font Size:
Bold or not bold Specify:
Need high contrast Specify color:
Needs high or low illumination Lighting needs:
Positioned in certain location of room Location:
__ Hearing Impairment Specify:
Uses hearing devices Specify:
Positioned in certain location of room Location:
__ Intellectual Disabilities Specify degree of ID:
__ Other Disabilities
(e.g., Health, LD, ADHD) Specify:
II. Physical Efficiency
Areas
1) Mobility
__ Has difficulty moving around independently Type of mobility device:
__ Will need material brought to him/her
2) Student Positioning
__ Requires Adaptive Seating Type:
Positioning using adaptive seating is adequate ___ yes ___ no ___ unsure
3) Motor Movement Quality (Precision & Strength)
__ Has difficulty with fine motor movements (e.g., weakness, paralysis, spasticity) Specify:
__ Student accesses material with: ___ left hand, ___ right hand ___ both hands, ___ eye gaze
___ pointer, ___ scanning, ___ other (specify):
__ Requires AT, adaptations, or alternate access. Specify:
___ Work Surface adaptations needed
Modified Table Surface Type:
Table Height (or item height)
Table Size
Slant of Work surface Amount of slant for each activity:
Stabilization to hold items on table Specify:
Contrast (background) of work surface Specify:
___ Symbol/Picture/Word adaptation
Size of target: Size:
Spacing of target (how far apart) Number of inches apart:
Number of items at one time student can access: Specify:
__ Book Adaptations needed due to difficulty accessing/ manipulating them (circle those that apply)
Change size of book
Page fluffers to turn pages
Book on computer for easy access
Enlarge/ change font size
Add symbols to each word
Other:
__ Line of
Print/Symbols Adaptation needed due to difficulty following a line of
print/line of pictures
Currently follow print with:
Specify- finger, pointer, eyesight, other: ______
Needs print adapted by (e.g., highlighter, color-line prompting strategy, spacing)
Specify:
4) Range of Motion
__ Has Limited Range of Motion (ROM):
Optimum placement of material considering ROM & visual abilities (include any needed slant by degrees):
Quick assessment of ROM needed prior to responding ___yes ___no ___unsure
Other:
5) Fatigue & Endurance Considerations
__ Has Fatigue and Endurance problems
Approximate number of minutes student can write/respond before fatiguing:
Can student change activity or means of response to address fatigue? Specify:
Breaks needed? Explain when & length of break:
__ Requires augmentative communication ___yes ___no ___unsure
III. Communication Considerations
Reliable Means of Response (RMR)
__ Has difficulty with communication and responds to questions as follows:
Student answers yes/no by:
Points to answer out of an array of choices using (hands? eyegaze?):
Indicates answer from spoken choices and/or written choices (circle which one)
Description of student’s most reliable means of response (RMR) (which means the most accurate way student responds):
AAC Use
__ Student has an AAC system (Describe system):
How does student access system:
Types of symbols on system:
Accuracy with system:
AAC fits students’ current needs:
Average response time to access a symbol:
How is AAC system used for literacy? (Explain or answer yes/no)
Programmed with specific information supporting reading/writing lessons
Generic reading or writing pages
Are words above pictures bolded and/or large
AAC has specific linguistic features (-ed, -s)
Has adequate academic messages to support literacy (e.g., “I don’t know that word”, “Sound it out”, “Please repeat”)
Used to construct reading or picture pages to support vocabulary instruction
Has an alphabet page (specify layout)
Does AAC device interface with computer
Other:
Symbol support
__ Student is using symbols to support literacy (Indicate which of the following).
Pairing symbols and words to support reading/writing
Symbols will be faded so only print remains
Symbols are used for comprehension
Picture Dictionary
Other:
IV Reading Considerations _
Literacy Target
Current Literacy Target (Circle which type)
Emergent Literacy
Conventional Literacy (typical, formal literacy)
Functional Literacy (read & write only functional words)
Literacy Level
Student’s current grade level for reading (Include instrument used to obtain reading level)
Reading
Levels:_______________________________________________
Assess reading level by reading various grade level passages.
Independent level (1
error per 100 words w/ 90% comprehension):
Instructional level (< 6 errors per 100 words w/ at least 75% comprehension):
Frustration level (>10 errors per 100 words and less than 50% comprehension):
Unable to Read Aloud
__ Student is unable to read aloud (understandably)
Uses Nonverbal Reading Approach or other strategy (Specify):
Foundational Skills for Reading
___ Print Awareness. Student lacks print awareness/book concept (Specify which of the following)
Doesn’t know where to start with a book
Doesn’t know a word is a unit
Requires emergent literacy material (e.g., interactive books, predictable books, books paired with symbols)
__ Phonemic Awareness. Student has difficulty with phonemic awareness (Explain which ones)
Phoneme isolation (e.g., first sound in word ball)
Phoneme identity (e.g., what sound same in word ball, bell, bit)
Phoneme categorization (e.g., what word doesn’t belong)
Phoneme blending (e.g., what word is mmmaaannn?)
Phoneme segmentation (e.g., say word slowly and count number of sounds)
Phoneme deletion (e.g., drop the s from sand and you have__?)
Phoneme addition (e.g., add sss to at and you have ___?)
Phoneme substitution (e.g., take away the s sound from sat and add m sound)
__ Phonics. The students has difficulty with phonics/ vocabulary
Letter- Sound Correspondence. Indicate which letter/sounds the student knows:
a b c d e f g h i j k l m n o p q r s t u v w x y z
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Knows names of lower-case and upper-case letters (specify which ones):
Student is learning words by sight instead of decoding (Explain)
Student is learning or has learned basic decoding skills (Explain)
Knows C-V-C words
Knows most blends (e.g., cl, st),
Knows most digraphs (e.g., ch, sh, th), dipthongs (e.g., oi, ou),
Knows most vowel digraphs (e.g., ai, oa)
Student is learning decoding compound words or more advanced words (explain)
Knows basic prefixes (e.g., un-, in-, re-)
Knows basic suffixes (e.g., -s. -ed. -ing)
Student is able to recognize words without sounding out (automaticity)
__ Vocabulary. The student has below average mastery of vocabulary
Specific type of vocabulary problem (Circle): listening vocabulary, speaking vocabulary,
reading vocabulary, writing vocabulary
Uses a dictionary or symbol dictionary to aid in vocabulary (Specify)
Uses picture cues to determine word (Specify)
Uses context of sentence to determine word (Specify)
__ _Fluency. Student has difficulty with fluency
Oral reading rate: ___________________ Silent reading rate: ___________________
Fluency is being addressed by:
__ Comprehension.
Student has difficulty with reading comprehension (Describe)
Student has difficulty understanding meaning of most words,
sentences, or paragraphs (Explain)
Indicate the type of comprehension errors the student typically makes:
Facts
Sequence
Summarization
Inference
Describe adaptations needed to support comprehension (e.g., picture dictionary, key words)
Reading Program
__ Student is having difficulty in current reading program
Describe current program and level in program:
Describe software and additional support to promote reading or reading skills:
(e.g. picture/symbol support, additional reading instruction)
IV. Writing Considerations
Pencil/Pen Use
__ Has difficulty using hand held writing tools (Specify which of the following)
Needs particular writing tools (e.g., felt tip marker)
Needs adapted writing tool (e.g., weighted, larger grip surface, brace)
Holds pencil/pen in modified fashion
Problems with size, proportion, slant, alignment, spacing, joining cursive letters (specify)
In a handwriting program (Specify which one)
Needs keyboard/computer use for writing
__ Requires adapted paper (e.g, spacing larger, lines darker, raised line paper) (Specify)
Computer Access
__ Has difficulty accessing a standard keyboard. (Describe adaptations)
Accessibility options
Keyboard modifications
Alternative keyboard/ Alternate mouse
On-Screen keyboard
Alternative Input Device (e.g., switch)
Voice recognition
__ Requires output modifications (Describe adaptation):
Enlarged words
Voice output
Different color foreground/background
Keyboarding Skills & Tools
__ Needs keyboarding instruction in two-handed typing, one-handed typing or one-finger or few finger typing (Specify type and program being used if applicable).
Typing speed (correct words per minute):
__ Requires word processing, word prediction, and/or voice output program:
Spelling
__ Student is having difficulty with spelling
Spelling level (as assessed with): ____________________
Student spells phonetically
Type of spelling errors
Spelling curriculum/software/spelling aids (e.g., dictionary, spell checker):
Written Expression
__ Student is having difficulty with writing (Attach sample)
Type of writing errors (Specify type below)
Capitalization, punctuation
Syntax, organized paragraph(s)
Ideation (e.g., comprehensibility, productivity)
Type of curriculum/software support (e.g., outliners, process tools, style aids)