SPECIAL-ED WALL

1. SPECIAL-ED WALL Results and Analysis In the end, each of the modules presented with different issues that were all over come. Each different section was completed on time and were at the level of quality that was required. For many of the modules, difficulties came in a variety. From needing new parts and tools to simply trying to figure out the placement of the boards on the wall, it took a while to figure it all out. Everything had to be within our budget and done in a certain amount of time. Although the entire project was divided between two class periods, communication gradually became more effective and our project easily able to be finished within the constraints that we faced. The wall as a whole came out visually appealing and effective for the kids that are to be using it. Introduction The  2012 senior engineering students were given the task of creating a wall to assist Coppell High School’s special education students. The project was originally intended for the seniors class of 2009 - 2010 to complete, but due to time restrictions the project was passed on to this year. It was decided that the best design for the wall would be to make it out of many modules, each module containing a learning tool geared toward the education of an individual student while the entire wall will create more storage space for the special education room. The overall goal of the project is to provide the special education room with extra storage space and new ways to help the students to learn the necessary life skills. • Methodology • The main purpose of the wall is to provide hands-on activities for the students to participate in. Mrs. Higgins wanted activities that after a small action, i.e. touching a switch, would result in a large action such as an auditory response (animal sounds, horn), or visual (lights, aquarium). The wall is also a key point to encourage the students who are normally sitting to be able to stand and be active, or be active while sitting. Since some of the students have a Cortical Visual Impairment, black was used for most of the background colors to allow for contrast, and to make things easier to see. • Each of the modules was built for a specific purpose and done in a specific manner as to be able to adapt to the wall whenever changes needed to be made.The following modules were the completed set that appears on the wall currently: • Picture Board • Spinning People Blocks • Wind Chimes • Push Lights • Expo Board • Driving Board • Wire Ball Activity • Sound Board • Bop-It Board • Texture Board • Newton’s Cradle • Beads Board Summary Overall, the experience with the Special Education wall was a demanding, yet enjoyable project. It taught all the Excite IV and Infinity II students how to communicate and how to pick up the pieces of previous workers, and keep moving forward with the project. We had to face a number of problems throughout the project. Design and construction began once one class was assigned to complete the majority of the activities (with two to three team members per module), and the other was assigned to the remaining modules and the design of the wall itself. Although certain issues arose with certain activities, the wall was completed in the eighth week of school and presented to school officials. The activity wall will allow Mrs. Higgins’ students more opportunities for interaction and learning during class time, as well as more freedom of mobility during those activities (students can access the wall while standing, sitting, or lying downThe wall took a lot of time and effort from both classes, but it was a great learning experience for the students to get to interact with the special education students the wall had been built for. Getting to give back to the school and its students was our biggest goal through this project. The success of the wall has made such an impact for the students and their teachers. This is a photo of the completed special-ed wall and it’s modules. Each module is 14 inches wide by 18 inches long. Extra, smaller modules were added in order to accommodate the specific placement of the Newton’s Cradle because it had to place in between two module spaces. Theory and Background The idea of the sensory activity wall came from Mrs. Higgins, CHS’ Active Learning Coordinator for students with special needs. She was inspired by a similar concept she saw at an education expo, and asked the engineering students to create something along those lines. The EXCITE IV senior class of 2010 initiated the project, and it was completed in September of 2011. The wall is designed to address student-specific needs. It offers a variety of sensory activities to develop tactile, auditory, and visual skills. Activities such as the texture board help students recognize common surfaces. The animal sounds board helps -modules- • Recommendations • For the future students in engineering, we have developed some recommendations for them to carry out in the future. • Construct a slide out table under the television, in which Mrs. Higgins can set a small basin for hand washing • Maintain the appearance of the wall; touch up any paint that wears or chips off, replace worn felt, repair modules that become visibly damaged • Maintain the functionality of the activities; repair any that become damaged, worn, or malfunctioning • Remain in touch with Mrs. Higgins on how her students are enjoying the activities. Construct and install any activities Mrs. Higgins thinks would be beneficial additions to the wall