SAM
Sam is a happy, healthy 9 year old boy who just moved to our district. He will be in 4th grade. He was diagnosed with tritanopia three years ago after a routine eye exam.
Concerns:
1.Sam is unable to see laser pointers, and most colored lights.
2. When using highlighters he is only able to see bright yellow, all other colors cover up the words.
3. Anything printed on colored paper is very difficult if not impossible to read.
4. Red and green dry erase markers on a whiteboard are indistinguishable from the background.
5. Shaded areas or colored graphs are difficult to understand.
6. Sports are difficult as boundaries and even the ball are difficult to distinguish from the color of the grass.
7. Maps- all colors look the same, water looks pink.
8. Pen and pencil marks are indistinguishable from one another.
9. Red pen when correcting papers cannot be seen.
10. Cannot answer questions that are color specific.
11. Has a difficult time in gym, and art.
12. Self confidence is affected due to him not understanding assignments, or knowing colors.
Action Plan:
A team of Sam's teacher's , support staff, parents, and principal met on September 11th, 2012 to collaborate and brainstorm ideas to support Sam at school and to ensure a seamless transition into our district. We began by looking at his old action plan and modifying it to fit our school schedule. Gym class accommodations were expanded and Art was added because Sam did not have art class at his previous school.
Concerns:
1.Sam is unable to see laser pointers, and most colored lights.
2. When using highlighters he is only able to see bright yellow, all other colors cover up the words.
3. Anything printed on colored paper is very difficult if not impossible to read.
4. Red and green dry erase markers on a whiteboard are indistinguishable from the background.
5. Shaded areas or colored graphs are difficult to understand.
6. Sports are difficult as boundaries and even the ball are difficult to distinguish from the color of the grass.
7. Maps- all colors look the same, water looks pink.
8. Pen and pencil marks are indistinguishable from one another.
9. Red pen when correcting papers cannot be seen.
10. Cannot answer questions that are color specific.
11. Has a difficult time in gym, and art.
12. Self confidence is affected due to him not understanding assignments, or knowing colors.
Action Plan:
A team of Sam's teacher's , support staff, parents, and principal met on September 11th, 2012 to collaborate and brainstorm ideas to support Sam at school and to ensure a seamless transition into our district. We began by looking at his old action plan and modifying it to fit our school schedule. Gym class accommodations were expanded and Art was added because Sam did not have art class at his previous school.
Area of Need
Textbooks
Visuals Correction marks on papers When working in color such as in art or on a project Posters AR and MEAP Tests Proximity to board Materials Chalkboard/Whiteboard Substitute Teacher's Gym Art |
Service/Accommodation
Text must be in black in white. Xerox any colored pages in textbooks or worksheets.
Student will be given a xerox copy of maps and graphs in black and white. Symbolism will be use to correct writing instead of red pens. Circle incorrect answers and write correct answer outside of the circle. Give extra time to complete tasks involving color. Need to be labeled in a way that conveys meaning or printed in black and white. Tests are to be read out loud because of the visual components. Student will be seated close to the instruction area Materials such as crayons and markers will be labeled with a recognizable color name. Use only black markers or white chalk for high contrast. Do not use colored chalk or markers. Specific notes to substitutes about student's disorder. Boundaries will be clearly marked in a contrasting color or a recognizable way. Balls or other sports equipment shall be of contrasting color. Do not use red balls on green grass. Direction shall be free of color reference for example: run to the red line. All materials will be clearly labeled with color names. Directions will be free of color reference. When speaking about colors give visual cues for frame of reference. Student will not be graded based upon color choices. During color theory lessons the student will work with value rather then hue. During graphic design lessons the teacher will ensure that the computer's settings are set to where the student is able to view all parts of the lesson. |