Videoconferencing

Through these videoconferencing consultations with the teachers, Dr. Schwartz reviewed data from observations of Angie that had been collected by her teachers. She watched Angie interacting with her peers and teachers and taking part in classroom activities. In effect, videoconferencing served as Assistive Technology by enhancing specialist support for Angie and her school staff. Through this AT, Dr. Schwartz was able to contribute to refining IEP objectives directed at imitation, in particular imitating play activities. She also recommended particular uses of PECS to further facilitate Angie’s communication at school and at home.

Success

Success in real-life special education is a relative thing. Angie certainly made significant progress in her behavioral adjustment to preschool and was able to utilize PECS to interact much more successfully with her school and home environment. The imitation tasks discussed in the video clip were maintained as peers came to be included in the teaching setting. Two different Assistive Technologies supported and enhanced Angie’s inclusion in preschool activities. The “lower tech” PECS advanced her communication, and the use of “higher tech” videoconferencing overcame the obstacle of distance between Angie, her school staff and expert consultants.

Nevertheless, as Angie transitioned into primary school it became clear that her level of her underlying autistic spectrum condition is quite severe. Communication and socialization will remain a major challenge. In addition, her family’s relocation to another State prior to her move into primary school programming interfered with follow-up the university experts at Project DATA. Uninterrupted intensive coordinated intervention, including additional Assistive Technologies, will continue to be essential and tangible functional gains can be anticipated in school and at home.