Exceptionality:

Visual
Actionabl
Impairment Strategies Measurable Realistic Time-bound
e
Student: Matthew
Murdock

Tier II Student Matt Matt will Matt will Yes. Matt Matt and his
Intervention Murdock Doe utilize the have will have teachers will
Goal: Matt (male, 14 AT at his access to access to monitor his
Murdock will years old, IEP) disposal to numerou a variety progress
have access to will have access class s AT that of AT that with using
and use Assistive access to AT materials, will give will give AT and track
Technology (AT) such as text- becoming him him comprehens
to increase to-speech more access to access to ion and
opportunities for reader for an proficient as informati materials grades over
reading, iPad, a braille the school on and on his the course
comprehension, note-taking year materials own, an of the 1st
and participation device, progresses. on his opportuni and 2nd
in normal class allowing for As he own. ty that quarter.
by 90% by the increased becomes was not Adjustments
end of the 2nd access to more available will be
quarter. The need materials and proficient, before. made as he
for a teacher participation. less time progresses.
specialized in Teachers will will be The student
visual instruction utilize required for and
will decrease as additional hands-on teachers will
the student resources to attention. then
becomes more increase reevaluate
proficient with availability of Teachers the plan.
the AT. normal class will check in
materials to with Matt
(embed this Matt. Teacher daily to
portion will also work monitor
specifically within with a teacher progress
your lesson plans specialized in with AT and
for the edTPA) visual classwork.
instruction as
support. Matt
will work with
teachers and
this
technology to
increase
classroom
learning ,
availability,
and
 participation
by 90% by the
end of the 2nd
quarter.

Kamei-Hannan, C., Holbrook, M., and Ricci, L. (2012). Applying a

Research/Literatu Response-to-Intervention Model to Literacy Instruction for
re: Students Who Are Blind or Have Low Vision. Journal of Visual
Impairment & Blindness, 106(2), 69-80.
(embed this
portion in the Kelly S. (2012). Assistive Technology Use Linked to Learning
reflective Theory: A Theoretical Framework. Insight: Research & Practice in
Commentary Visual Impairment and Blindness, 5(3), 175-182.
sections within
the edTPA) Klotz, M.B, and Koch, C. (2015, June). Assistive technology
advances in education. Communique, 43(8), 8.
Interventions that are focused on using Assistive Technology to
give Matt access to class materials in an active rather than
passive way will help Matt develop a sense of independence,
autonomy, and control over his learning which can help his social,
Advocacy: emotional, and academic development. Teachers will monitor his
progress, including his ability to use the technology and his
(embed this learning, give feedback to all parties, meet and communicate as a
portion in the team, and continually work with Matt to improve. Matts parents
reflective and school district administrators will be update on his school
Commentary progress and will also give information about how these
sections within interventions are affecting him at home. Teachers will also work
the edTPA) with Matts classmates to understand his needs and what they can
do to assist and help. The end result of these interventions for
Matt will be greater independence, autonomy, and control over his
studies while also building his skills in using technology, preparing
him for life and future employment in the 21st century.