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The Yes/No app is an educational tool that Michael can use when making nonverbal responses. In collaboration with a Speech Language Pathologist, the app was designed to allow students to simply tap the screen and receive an auditory response of their selection of Yes/No. Using the strength in Michael's one arm, the student could make the selection and communicate with the teacher and/or paraeducator when asked Yes/No questions.

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https://youtu.be/UkF6viJRLMY

During the school day, the teacher and/or paraeducator will communicate with Michael using Yes/No questions. The teacher and paraeducator will introduce Michael to other non-verbal responses by toggling such as adding choices in the classroom. The Yes/No app will provide the education team with the ability to add options that they can toggle between when working with Michael.

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When working with Michael on math content, the teacher and/or paraeducator would include manipulatives. Using two-dimensional and three-dimensional manipulatives such as a braille ruler, talking thermometer, braille die and talking measuring tape would use the students sense of hearing and feeling.

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https://youtu.be/U9I0QhVipMU
https://developlearngrow.com/diy-math-manipulatives-tactile-kinesthetic-learning/

During 1:1 or small group instruction, the teacher and/or paraeducator should ensure that they are describing the math problem that is written including any symbols so that Michael can use their sense of hearing. During guided practice, Michael will use tactile mathematics to engage his sense of feeling. Assisting as needed, the teacher and/or paraeducator will provide Michael with physical objects that he can touch, hear, and occasionally smell when discovering math in the classroom. For example, classrooms are delivered a new fruit and/or vegetable to learn about in the elementary classroom. The teacher will share the fruit/vegetable with the students to feel, smell, and taste. If the fruit of the day were broccoli then the teacher could describe the different parts of the broccoli then ask how many florets do they see on the stalk. As a class, the teacher and the students would then count aloud the number of florets. As a part of the classroom, Michael would hear the counting, feel the broccoli floret, and taste the broccoli.

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As the teacher, I used this Resource Guide on Assistive Technology to help establish my plan of communication with Michael. Please refer to it for more strategies on working with a general education student who is visually impaired/blind.