Some Case Studies of Children with Special Needs

PREPARATION for the SESSION

• “Bring the pen portrait of your student”• 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 School Principal• Children 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

- Can communicate in simple sentences

- Can carry verbal messages at home and

in School

- Uses simple courtesy words like

“Please” and “Thank You”

1. Expressive Language:

- Can read his name- Can read the names of family members

- Can read two-word phrases

- Can read traffic signs

2. Reading:

- Can copy his name and address

- Can recognise names of some friends

- Can copy some words

3. Writing:

Numeracy

1. Number and Time:

- Can count 1-40 mechanically

- Can count 1-10 meaningfully

- Is learning to do simple additions without carryover

2. 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

- Jumps to the beat of music and claps

- Likes to sit on the swing, 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 years and cerebral palsy (Woolfson 1999)• Designing and planning intervention programmes• Evaluating effectiveness of interventions• How does early intervention work, and how can we

measure this

2. Asperger syndrome (Griffin et al 2006)• 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)• The importance of good leadership and well organised

administration • What is an accessible instructional environment?• Knowledge and evidence based decisions to improve

inclusively

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