DD confirmed that it was Notability. It worked well because she could use her fingertip and write herself without having to hold a pencil.
Reading through this thread has reminded me of some other things we tried with DD before getting OOD placement. Some may help:
- copying was time consuming, difficult and distracting so it was eliminated. Her classroom teacher couldn't or wouldn't understand this so it was actually written into the IEP that DD was not allowed to do any near or far point copying tasks unless she was working with the OT or resource teacher. This was HUGELY helpful.
- all worksheets were run by the resource teacher before being given to DD. She still had to do the work but in a more user friendly way. ie word banks were numbered so she could write the correct number instead of writing the word or copying the sentence, instead of rewriting a sentence she would cross things out and just write the correct punctuation or words, resource teacher would rewrite a handful of math problems in clear, large ink, etc. Doing this meant she could actually complete the assignment rather than taking the entire time just to write her name at the top of the page,
- At the end of 1st grade the teacher started scribing at my request and DD came out with exquisite, creative stories rather than 5 illegible lines of short simple words and phrases. In 2nd she had a para to scribe for her - first part time then full time. These were probably necessary steps because all knew we were headed to OOD placement. Depending on your child's level of disability scribing could be a very useful bridge tool while you work out the AT and he gets up to speed on using it.
- in K no one would accept that DD was having trouble due to possible disabilities. She was called lazy, uncooperative and disrespectful for trying to get out of doing her work. This triggered HUGE anxiety issues. In 1st she was formally identified and some folks got it some didn't. We had a completely unqualified principal who insisted that "a lot of 1st graders have trouble with that" rather than listen to her own special Ed folks explaining why it was different for DD and that she needed special supports. In first grade other kids pass through this phase as they learn to hold a pencil and properly form their letters. Our kids don't necessarily look that different at that stage. For my DD the gap was quite noticeable by the end of first grade, huge by second grade and potentially insurmountable by third grade. She just can't be held to the same standard. No amount of effort on her part will change that. Modifying the way work is presented provided a (more) level playing field.
