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Chesney 1 Amber Chesney EDSE 460 Dr.

Sheryl Muir 31 October 2013 Case Study 1

Learning Environment Factors: While there were no learning environmental factors listed in this case study, based upon the amount that Daniel has had to move around and attend different schools, he may have difficulty with feeling comfortable in school because of worries that he is going to have to move again. I would just make sure than Daniel is comfortable in his environment and that he feels that he is a part of the classroom. This can be done by giving him his own job to do in the classroom and helping him to be connected with peers. Giving him a buddy to spend his school days with and to help him learn the schedule and ways of the school, will help him make connections with others and to become more familiar with the school building. Making sure teachers are informed about the needs of their ELL students is also important. According to colorincolorado.org, teachers should take an inventory of their classroom materials to make sure they have items that reflect many different cultures. This will make the student know that individuals from different backgrounds are welcome and respected in the classroom.

Academic Achievement and Instruction Factor Daniel does have some difficulty with academic tasks in the classroom. Because he is unable to complete work at the same level or in the same amount as his peers, he uses avoidance tactics to get out of doing it. He prints instead of writing in cursive, makes letter reversals, and makes grammatical and spelling errors. Because of Daniels different cultural background and the fact that he has been to many different schools, these issues may be arising because he is having difficulty being able to demonstrate his learning in a way that works for him. I would suggest that his teachers give him a variety of choices about what works for him in the ability to access the curriculum. By allowing students the ability to choose, teachers can learn more about their students strengths and weaknesses based upon the choices they make (CLDES page 167). In addition, because Daniel has shown little growth this fall and due to his unsatisfactory levels in all TCAP areas from last year, Daniel should be evaluated for possible placement in the special education program as well.

Oral Language and Literacy Factors Daniel likes to spend time speaking Spanish with the other boys in his class who also speak Spanish. This kind of peer interaction will help Daniel make connections with other students and help him with learning English because he can learn from the peers as well. This will be good for him as he becomes comfortable in the school environment and should be encouraged at appropriate times. One of the students that he prefers to talk to would be a good candidate for becoming his peer buddy during his first months of school.

Chesney 2 Daniels reading ability is at the end of first grade level and his fluency and comprehension are very low. He likes to read aloud but needs help with comprehension and predictions. He is good at math facts, but has difficulty with word problems. Daniel needs to be evaluated in these areas to determine why he is having difficulties in this area. He should be assessed in basic decoding skills in English or his native language, word knowledge in English, prosody, and basic comprehension. After the assessments are complete, his teacher will know which areas to provide him instruction in and help him build on these skills. (Colorincolorado.org)

Personal and family Factors Daniel is a ten year old boy in 4th grade who moved to the United States from Mexico two years ago. He lives with his mother, father, and two older sisters. Both Spanish and English are spoken in the home by his parents and siblings. Daniels grandparents and aunt also live in the household and only speak Spanish. The fact that both languages are spoken in the household is going to be very helpful for Daniel in his acquisition of the English language. Reinforcement of the English language by his family members who speak both languages will help him to be able to understand the English he is learning in school. His family will be able to help him access his background knowledge in relation to what he is learning in English and this will assist him in the retention of the information he is learning in English. Involving his family in his classroom as well, will make the family a part of the school environment. It will give them a meaningful role in Daniels education and therefore, increase their ability to make meaningful educational decisions for him. (CLDES pg42)

Physical and Psychological Factors Daniels father states that Daniels body is in constant motion during a great deal of his day, regardless of what he is doing. This could be interfering with Daniels ability to focus and stay on tasks while he is in school. Daniel should be evaluated for ADHD so that proper supports can be implemented for him if necessary. A functional behavioral analysis (FBA) also should be conducted to determine the purpose of Daniels behavior (EDSE 326). Daniel is having some difficulty with writing. He suffers from fatigue when he writes and is not able to produce what his peers do. This could either be a fine motor issue or a lack of skills in writing. I would recommend an OT evaluation to rule out any fine motor issues and to implement strategies to help improve his endurance if necessary.

Previous Schooling Factors Daniel began attending school in Juarez Mexico, where he attended a school that is equivalent to kindergarten in the United States. His parents report that he has had no previous academic or behavioral issues until now. Upon entering school in the United States, he was placed in the second grade. During his second and third grade years, Daniel and his family moved several times within the United States, including spending the summer of his third grade in Juarez with an ill relative. After that summer, Daniel returned to the United States and started fourth grade in late August. Due to frequent moves, Daniel has not had the ability to have

Chesney 3 consistency in his education. It is important to obtain as much information as possible from the other schools he has attended to gain understanding into the types of educational programs he has been exposed to and what his strengths and needs have been over the years. Insight into what types of instruction he has had in English language acquisition will also be helpful in understanding what he has been exposed to up until this point. This has to be knowledge that his current teachers possess in order for them to be able build upon what he already knows and what steps need to be taken next (CLDES pg. 51).

Cross-cultural Factors Because Daniel is from a different culture, it will be a good idea for his teacher to familiarize themselves with his culture. His teacher should request a home visit with him and his family, if they are comfortable with that. At that meeting, his teacher can learn a lot about Daniel and his family and meeting the parents in their own home shows them that they are respected. The meeting should include discussion about what his school day will be like, his strengths and possible needs, and how the parents can be involved in the school and how they can contact you when they have questions. Parents from other cultures are often uncomfortable participating in the school environment because of the language barrier. (Colorincolorado.org) Encouragement and showing them ways they can be involved will help them to be more comfortable with this. Increasing their comfort level will be an important part of helping them to be more involved in Daniels education and the choices they make in relation to that.