case study

Chose one case study of the below; and explore the issues raised in the case study and make some observations and recommendations based on your understanding of the specific topic.

Write a position paper based on your chosen case study. Your position paper should reflect some of the broader issues covered in the required text, lectures and supplementary readings. In presenting your position you should address the following issues:-
• Issues and challenges
• Inclusion and integration;
• Collaboration and consultation;
• Problems the student and carers may face; and
• Teaching and learning

1. Sienna
Sienna learnt to read before she was four years old. Now in primary school, she is reading Jane Austin while her fellow students are still learning to read. She is becoming bored in class and has difficulty relating to the others in her class and has few friends. Sienna takes the class rules very seriously and will tell the teacher when someone has broken a rule. This has not endeared her to her classmates and some of the other students bully her.
Sienna is a visual learner, and responds much better to written directions than spoken ones. Despite being extremely bright, she has trouble organising her desk materials. Sienna’s handwriting is hard to read and she much prefers to use the computer, which the teacher allows her to do once she has finished her work.
Sienna is extremely interested in spider webs and often brings a drawing of a web that she has sketched in her parent’s garden. When she grows up she wants to be a scientist that studies insects. In the meantime, unfortunately, she is unable to get any of the other students interested in spiders.
Sienna becomes anxious at transition times or when unexpected changes occur in the classroom. When her regular routine is disrupted she becomes argumentative and this may escalate to a brief fully blown tantrum.
One of her teachers wonders whether she should see a psychologist for counselling or even some kind of diagnosis.

2. Susan
Susan is an eleven-year-old student with a hearing impairment in grade five. She has a moderate-to-severe hearing loss. She has difficulty in the areas of vocabulary and language skills and needs support to participate in class and complete assigned academic tasks. She misinterprets information and does not ask for help/clarification. She has difficulty in the area of conflict resolution and needs to continue developing problem-solving skills. She was originally placed in a specialised class for students with hearing impairment and at the parent’s request was transferred to her local school. She refuses to wear an FM system and relies solely on her hearing aids.
Susan has difficulty understanding the content of the teacher’s instructions and often misinterprets what is said. She may do an assignment incorrectly or become so frustrated that she is unable to begin or work on a task. When she feels angry she shuts out others around her and refuses to take action. Her interests are in computers and horses.
Susan’s teacher is considering what kind of adaptations to her teaching approach would be the most suitable

3. Becky
Becky has a vision impairment. She is legally blind and has moderate learning challenges. Her vision is stable and is measured as 10/200 in each eye. Her visual deficits were caused by accidental hypoxia (reduction of oxygen in body tissues below physiologic levels) due to smoke inhalation from a fire in the home. She is a friendly and motivated student. She receives Orientation & Mobility services from a consultant who works within the building and the nearby community. She is currently using a closed circuit TV to read print. All information must be enlarged for her to use. She also uses talking books.
A focusable telescope was offered but she is not interested in using it. In a recent assessment, her IQ was assessed at 83
Becky’s teacher is wondering which of the curriculum outcomes will be appropriate for her and which will need to be modified.

4. Jared
Jared is a student who has epilepsy and has seizures at school. His seizures are unpredictable and occur approximately twice per month.
He is sometimes injured when he falls. He is currently taking Depakote, Dilantin and Topamax for medication. Jared is independently mobile although his gross motor skills are poor and his gait is awkward. He must be closely supervised during times that he is walking between activities such as going to classes or between classes and the canteen. He also has been diagnosed with Attention Deficit Hyperactivity Disorder.
Jared’s teacher is wondering what gains she can expect Jared to make in the class. His teacher is consulting senior staff and how best to manage Jared’s epilepsy, and how to avoid frightening the other children when Jared has a seizure. A learning support teacher may come into the class, and that will require some extra management.
5. Jay
At 4 years, six months old Jay had been stuttering for well over a year. His parents were advised initially to just ignore the stuttering. They reported their son’s stuttering as “coming and going,” primarily in the form of repeating the first word of a phrase (“can can can we go”); at the time of referral, however, the stuttering had gotten more pronounced. There was more tension in the sound of the disfluency, and Jay began stuttering on part of the first word (“cuh cuh cuh can I go”) and sometimes would squeeze his eyes shut as he tried to get the word out. Jay’s grandfather on his father’s side had severe stuttering as a young man, and never did talk very much, according to the parents.
It is Jay’s first year at school and his teacher is wondering what goals should be set for him, and whether he will grow out of stuttering.

6. Matthew
Matthew is a healthy, happy and energetic student with intellectual disabilities. He has a significant delay in expressive language, speaking in one to five word utterances, He knows 10 letters of the alphabet, but he cannot print the letters of his name in sequence. Matthew can copy shapes at his table, but he cannot copy from the whiteboard. He can count to five tentatively. Matthew has difficulty managing scissors and other fine motor tasks. Matthew has a short attention span and at times uses aggressive behaviour to meet his needs. He is easily distracted and can be disruptive to the classroom routines. Safety is a concern as Matthew is prone to wander away from the group when unsupervised.
Matthew’s teacher wonders who should be involved in planning for Matthew’s program

7. Jason
Jason is a very bright and curious child. He loves small-group discussions where he can thrive on asking provocative questions and enchanting his audience with his ability to play with words. He loves reading novels, watching movies, writing or watching plays, writing or reading poetry, and just about anything that involves language and drama.
Jason’s cerebral palsy has become more challenging as he gets older. He is now using a wheelchair all day, which has really been an emotional setback for him. He has undergone many surgeries over the last few years including procedures to correct blocked shunts and increasing problems with his s-curve scoliosis. His speech is impaired (although he is intelligible) and he has difficulties with most gross and fine motor control.
Jason is currently working on or above grade level in most academic areas. Although he was initially identified for his physical disability and receiving special education and related services for speech and physical therapy, he was only recently identified as “gifted” based on his superior capacity with language. Jason is learning to use various assistive technology devices to help him with his writing.

 

 

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