1. When Aaron came to STAR he was in the second grade yet using first grade reading materials. When Aaron was first tested using the Star Reading Assessment, he was unable to read any of the words on the assessment. He started Learning Lab training, and began using programs to assist him with decoding skills in preparation for reading. After six months of training, his mother stated that “Aaron has made tremendous improvements in his reading abilities. When he reads now, he no longer reverses letters and switches words around.” She also was very happy to report that his reading flows better, and his self-confidence has increased.
2. Elijah is an eight-year-old student with tousled blonde hair, an engaging smile, and a gentle demeanor that makes him popular with his classmates. A third grader at Hana High and Elementary School in the remote town of Hana, Hawaii, Eli is also one of approximately one-hundred students at the school who qualify for special education services under the Federal Individuals with Disabilities Education Act (IDEA). Students at Hana are taught in a "mainstream/full inclusion" setting, with minimal pullout activities to reinforce specific skills and meet specific needs. In September 1997, the beginning of his third-grade year, Eli could not yet read. With an interactive phonics software program, Eli is introduced to three or four letters of the alphabet, one at a time. As each new letter appears on the screen, Eli can listen to the associated sound by clicking on the letter. Simultaneously, a picture of an object whose name begins with the same sound appears on the screen. For instance, for the letter "p," a picture of a peanut might appear. After all the letters have been introduced and are visible on the screen, the program forms words, and a computer-generated voice says the words out loud. With the support of such programs, Eli's reading and writing skills improved dramatically throughout the year.
3. An administrative office worker had developed a pinched nerve in her neck/shoulder. She was unable to continue performing typing tasks in a timely manner. An ergonomic evaluation determined a new arrangement for her workstation that would compensate and limit her from making motions to offend her condition. There was no cost.
http://www.starcenter.tn.org/Learning-Lab/learning-lab.html?gclid=CP2duIyFtK0CFc3DKgod71_NoA
http://www.edutopia.org/assistive-technology-success-stories
http://www.rehabengineer.com/shortcasestudies.html
