Parker: A Case Study
Parker is an eleventh-grade student at a large high school. He became blind after he had surgery to remove a brain tumor. He also has mild hemiplegia on his left side. With the support of his teacher of the visually impaired (TVI), O&M specialist, OTP, PT, and transition team, Parker is beginning to plan for his career after he graduates. Parker learns through his Career Prep teacher that his school has just received a grant to start a community garden. Parker lives in an apartment, and due to his visual and motor impairments does not attempt many outdoor activities. Gardening appeals to him as an activity he might like to try (Recreation and Leisure).
The school is forming an after-school gardening club, and Parker shares with his support team (TVI, OT, PT, O&M specialist) that he would like to join, but is unsure how he can participate (Self Determination). Parker attends the first garden club meeting and meets the other students in attendance (Social Interaction Skills). After the meeting, he speaks with the supervising teacher to explain his visual and motor impairments (Self Determination). Parker already feels comfortable using his laptop with a screen-reader to access emails and information about the club (Compensatory Access and Assistive Technology). He volunteers to keep the budget and monitor the supplies and needs of the garden (Assistive Technology, ILS, and Career Development).
As the group designs the layout of the garden, Parker provides the group with information about his needs, and also advocates for a wheelchair accessible garden bed to increase the garden accessibility features (Self Determination). Parker discovers he enjoys advocating for himself as well as others with different disabilities. He asks his Career Prep teacher about types of jobs that he might pursue in this area (Career Development).
As supplies arrive, including seed packets, seedlings, potting soil, mulch, and tools, Parker realizes that he has trouble differentiating between the items. He brings this up with his OTP and he shows Parker several free apps he can install on his phone that will provide access to printed material (Assistive Technology). During an afterschool garden club work session, several garden club members decide to take the local bus to a nearby Wal-Mart to pick up supplies. Parker would like to go with them, but feels hesitant because he has not used public transportation previously. After he shares this experience with his O&M instructor, Parker goes on a community-based bus lesson (O&M). It takes a few additional lessons for Parker to feel comfortable using the bus system, but soon he is beginning to attempt this form of travel with his garden club friends (O&M and Social Interaction Skills).
Finally, the garden is producing vegetables. During a session with his OTP, Parker learns how to feel for ripe sugar snap peas and pick them off the vine (Sensory Efficiency). His OTP also provides instruction in meal preparation, accommodations, and adaptive equipment he may need to sauté the sugar snap peas (ILS). At the conclusion of his eleventh-grade year, Parker now has improved direction for possible career choices in advocacy work, an outside hobby he enjoys, new friends with whom to engage, and the ability to independently travel his community. He has learned how to access small printed materials using his phone, and independently and safely make simple meals with his fresh produce.
