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Some Case Studies of Children with Special Needs
PREPARATION for the SESSION • “B “Bri ring ng the the pen por portr trai aitt of of your your st stude udent” nt” • Review his needs • Consider the barriers for inclusion in the Classroom and wider School setting • Think about potential difficulties posed by the Environment • How can we meet the Challenges?
Tell your friend about your case study student
List out three Potential barriers to inclusion
Your Suggestions to overcome those Challenges
What Are The Main Barriers? • Behaviour? • Help from other staff? • Attitude of other Children? • Resources? • Medical Problems? • Space accommodation? • Low level of academic skills? • Family support
OBJECTIVES • To draw up an IEP to meet the Special needs of the student • To assess the range of special educational needs • To consider the impact of inclusion in a regular school • To evaluate the impact of interventions
ACTIVITY • Avinash • Age
- 11 years
• Language - Hindi • Diagnosis - ADHD (Attention Deficit Hyperactivity Disorder)
Main Issues • Inability to pay attention in class • Difficulty in listening to directions and instructions • Possible learning difficulties? • Disturbs classmates who are trying to concentrate • Becomes Violent when frustrated
And • Motivation to finish his work is not there • Gets bored at times • Often fiddles and gets up from his seat and stretches up. • Forgets to bring his workbook and diary • Changes friends rapidly- has difficulty in keeping friendships
Avinash’s Strengths are • • • • • • • • • •
Loves to play cricket Runs very fast Good supportive family Is interested in drawing Is interested in collecting knickknacks Likes to listen to music and jumps to the rhythm Enjoys jokes Responds well to praise Likes to do errands for the teacher At present he is friendly with Sandeep
Who To Involve • Krishna Sehgal
Remedial Coordinator
• Parul
Class Teacher
• Vijay
Sports Teacher
• Mini Sharma • Children
School Principal From the Class
• Namrata
Educational Psychologist
• Nisha
Social Counselor
• Mohini
Mother
Barriers to Learning Are • Environmental Issues • Affective/ Emotional issues • Cognitive/ Neurological issues • Medical/ Health issues • Family/ Community issues • Resource/ Curriculum issues
Language Arts 1. Expressive Language: - Can communicate in simple sentences - Can carry verbal messages at home and in School - Uses simple courtesy words like
“Please” and “Thank You”
2. Reading: -
Can read his name Can read the names of family members
-
Can read two-word phrases
-
Can read traffic signs
3. Writing:
-
Can copy his name and address
-
Can recognise names of some friends
-
Can copy some words
Numeracy 1.
Number and Time: - Can count 1-40 mechanically - Can count 1-10 meaningfully
2.
- Is learning to do simple additions without carryover Time: - Can associate time with daily activities - Can tell time in hours
3. Time Concept: - Can refer to „morning‟ and „evening‟ - Can say days of the week 4. Money Concept: - Can recognise coins of one and five rupees - Can recognise notes of Rs. Ten and five
Sports and Physical Activity - Likes to run around - Loves to hold the bat and hit the ball - Jum Jumps to th thee bea beatt of of mus music ic an and d claps - Like Likess to to sit sit on the swi wing ng,, but but only for a short duration - Can throw and kick a ball - Enjoys ball games
Art and Craft • A specimen of his Drawing and a story telling session
Needs Assessment • How to assess individual learning needs? • Use Developmental Checklists • Observe and get information from the teacher • Check on functional Level • Use Grade level Assessment
Five Key articles on Study Zone 1. • • •
Early Earl y yea years rs an and d cer cereb ebra rall pal palsy sy (W (Woo oolf lfso son n 199 1999) 9) Designing and planning intervention programmes Evaluating effectiveness of interventions How does early intervention work, and how can we measure this
2. • •
Asperg Aspe rger er sy syn ndr dro ome (G (Grrif iffi fin n et et al al 200 2006 6) How to achieve consistency Aspects of collaboration (teachers, parents, therapy staff etc) Looking at a range of possible strategies
•
And…. 3. Inclusive evidence based practice (Boscrdin 2005) organ ised • The importance of good leadership and well organised administration • What is an accessible instructional environment? • Knowledge and evidence based decisions to improve inclusively 2003) 4. Attention deficit disorder (Salend et al 2003) • Designing a comprehensive programme • Improving educational attainment • Personalised learning 5. Home-school communication (Epstein et al 1999) • Good practice ideas • Using ICT • The need for good 2 way / 3 way communication
