Special education case study example
The key characteristics of the disability identified with the child are getting distracted easily and having a short attention span of time. These frequent distractions make it difficult for her to sustain attention to a task that is undergoing in class. She is also always moody and has temper tantrums according to her mother.
The ways in which the child s disability exemplifies in her learning or behavior is through her inability to complete her homework because she is not able to have a prolonged concentration on the class work at hand. Her condition also makes her forget the simple tasks that she leans quickly. It causes her to have pronoun reversal and suffers recurrent stress and therefore her need for regular breaks.
The girl s learning and her behavior are different from the expectations in the following ways. First, she is unable to concentrate in class for long in class due to her short span of maintaining attention. The result of this is that she effortlessly gets distracted and therefore she cannot be able to learn as much as others can. Her temperamental state at the early age of nine makes her to easily stressed up which is not normal for most kids at that age are always jovial. The fact that she forgets what she learns quickly even it is a simple task is also a major departure from the expectations of the children at her age.
Special education case study with IEPÂ
The child’s educational psychological evaluation results and her IEP goals have been incorporated into the classroom experience by introducing small group testing where there is the reading of question aloud and use of computer bases practice to increase her fluency in the math fact. The other measures that were taken to cater for the needs of the child include; introduction of the use of alternative algorithms, the extension of the time that is required to complete assignments and the use of manipulative ensure that the child can learn the concepts in math in a more practical way. The directions on how to tackle the assignments and tests started to be read aloud and were made simple for fast understanding by the learners. The teacher also introduced periods of small group instruction to reinforce what has been taught to ensure that all the pupils comprehend what they cover in the class. The asking of questions during the lesson and after also enables the teacher to gauge the understanding level of the learners. The grading scale also got a modification to cater for the different needs of pupils and their ability to understand and remember what is taught in class.
Lesson planning has been used to effectively address the educational needs of the students by coming up with different modes of delivery such as the use of computer practice in math to be able to get a prolonged span of attention. Reading of questions aloud in the class also ensures that the student follows up what is going on in class. The planning of the lesson such that there are queries during and at the end enables that the teacher to determine the level of success he or she has attained in delivering the knowledge to the class. The inclusion of the use of manipulatives during the class as well as coming up with alternative algorithms also addresses the different levels of understanding by the student, and it creates the ease of remembering what the teacher teaches. Setting aside time for small group instruction in the in the lesson plan also brings closer interaction between the instructor and the student thus the enabling the teacher to deliver in a more personal manner and prevents distractions from what is in progress. The groups also ensure that the student can be able to speak freely what she understands and learn from the peers in class, which is more interesting.
Case study on special education
The instruction strategies used by the teacher that are useful for this student include the use of visuals and graphics in form the of manipulatives which enables the student to remember what is learned more easily while at the same time catching her attention for longer. The use of computer also gives a more a more personalized learning experience to the learner. The teacher also employed peer tutoring by dividing the class into small groups to undertake some learning activities, which enabled the teacher to deliver in a more personal way and ensured that the children learn from each other. The asking of questions regularly during the lesson to get feedback from the student also helped to maintain the attention of the simply destructed ones and boosts her ability to remember because what is taught is repeated many times.
The classroom management strategies that are helpful for this student include; the sub-grouping of the class into groups and close monitoring of the progress they are making, giving directions on the assignments to ensure that the student understands what is needed in the instructions. The use of non-verbal cues during teaching also ensures that the student remains attentive. The use of questions also ensures that the class remains attentive and orderly thus avoiding distractions. The planning of lesson also ensures there room for the student’s participation to ensure that they can understand the concepts well and they are not fatigued thus limiting their attention limited. The carrying out of the learner psychology assessment is vital to the comprehension of the extraordinary needs of all the students and thus coming up with programs tailored for them.
Functional behavior assessment example
The teacher has included the child s family in the instructional and behavioral strategies by extending the time that is needed to complete assignments. By doing this, it ensures that the girl has enough to tackle the assignments with the help of the family members and thus get a better understanding because there is no pressure. The fact that the schools asked for the views of the mother on how the child is different so that it can customize the learning to her favor also shows their commitment to collaborate with the family to help the child by sharing their findings with them.
The teacher has monitored the students’ progress towards meeting the classroom goals and the child s IEP goals by asking questions during and after the lesson. The sub- dividing of the class into groups enabled the teacher to monitor the progress of the class in learning as well as individuals.
As a student teacher, I have contributed to the child’s classroom/individual learning and behavioral success by recommending the carrying out of a psychological assessment of students with difficulty to be able to understand how they behave better and come up with ways specifically meant to help them improve. Inviting the input of the parents also ensures that we come up with a wholesome and all-inclusive way to help the child.
References
10 Classroom Management Strategies That Really Work | Scholastic. (2017). Scholastic.com. Retrieved 10 March 2017, from https://www.scholastic.com/teachers/blog-posts/allie-magnuson/10-classroom-management-strategies-really-work/
Culp, B. (2006). Classroom Management for Diverse Populations. Strategies, 20(1), 21-24. http://dx.doi.org/10.1080/08924562.2006.10590698
McCarthy, J. (2017). 3 Ways to Plan for Diverse Learners: What Teachers Do. Edutopia. Retrieved 10 March 2017, from https://www.edutopia.org/blog/differentiated-instruction-ways-to-plan-john-mccarthy
