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

Avinashs 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 Parul Vijay Mini Sharma Children Namrata Nisha Mohini Remedial Coordinator Class Teacher Sports Teacher School Principal From the Class Educational Psychologist Social Counselor 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 - 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