Case Study copy

docx

School

Liberty University *

*We aren’t endorsed by this school

Course

301

Subject

Arts Humanities

Date

Dec 6, 2023

Type

docx

Pages

Uploaded by MateTreeGuanaco3

1 Individualize Educational Plan Joy Gopee Trinity Baptist College EDU545-17 Christian Perspective Special Education Dr. Valerie Riley July 5, 2020

2 Determining the Disability Wyman is 9 years old and he is repeating the second grade. He was tested in both the medical and educational settings and determined eligible for the ‘Other Health Impaired’ (OHI). One of the categories under OHI is Attention Deficit Hyperactivity Disorder if the problem influenced his learning. This diagnosis was made based on results from the Woodcock-Johnson achievement measure test administered through the school and a medical diagnosis of ADHD. According to the Woodcock-Johnson test, his reading skills are low average, and his writing skills are significantly delayed (Woodcock-Johnson, 2014). Behavior rating scales from the home and school setting indicated anxiety, attention issues, and learning problems. Wyman exhibits signs of ADHD in the classroom. He cannot sit still for long periods. He would fidget, continually rock in his chair, or find an excuse to get up and move around the classroom, such as sharpening his pencil or throwing paper in the trash. He would also miss important instructional time because he gets distracted very easily. Sometimes, it is difficult for him to return to the task he was working on without the researcher repeating the instructions to him. Reading is considered problematic for Wyman. Although he can blend sounds to form words, he experiences difficulty fluently blending sounds to read at his grade level. This significantly impacts his comprehension skills. Weakness Wyman struggles with distractibility. Students with ADHD become distracted easily because they are incapable of blocking out distractions to concentrate on their task (Silver, 2019). Wyman seldom finishes his classwork. The slightest noise or motion breaks his focus such as birds chirping by the window or another student raising his/her hand to ask a question. He sometimes becomes frustrated and anxious when he cannot recall what he is doing or when

3 the work seems too hard. Hyperactivity and impulsiveness are other symptoms found in students with ADHD. They often have trouble staying in their seats, they blurt out answers, talks excessively and they are extremely impatient (Miller, 2019). For example, when the principal walked into the classroom to ask the researcher a question, Wyman answered the question for the researcher. When he gets off task, it is difficult to get him to focus his attention back to his work. Strengths At school, Wyman is respectful toward his teachers and gets along with his peers for the most part. He is always willing to help his teachers such as running errands and sharing papers. During his free time, he likes to draw pictures of animals and is constantly sharing facts about animals to his classmates. Wyman does well in math. He can add and subtract, solve multiplication problems, and he knows addition and subtraction, fact families. Compared to his peers, he is at the top of his math class. Overall, he is a sweet student who seems to enjoy learning. At home, Wyman has a healthy relationship with his parents, as well as his extended family. He has three dogs and two cats that he takes care of. He is not a shy person. Therefore, it is easy for him to talk to people. Methods of Help Breaking the task into steps When Wyman sees an assignment or task that appears to be beyond his understanding, he starts to become confused and anxious. Anxiety can affect many students with ADHD. Breaking down an assignment into smaller sections with clear instructions for each part will keep Wyman on task. This can be done by giving smaller portions of the assignment at a time or by simply folding the paper for him to see only what he is working on at the time. The researcher

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

4 may also give him extra time to complete assignments. This will help eliminate some anxiety he is feeling. Also, allow him to move around between sections. For example, he can get a drink of water or sharpen his pencil before moving onto another section. This allows him to get his wiggles out before he tackles the other parts of the assignment. For example, the researcher gave a writing assignment that requires the class to summarize the story, draw a picture, and answer questions. Wyman can work on each section individually and takes quick breaks in between each assignment so he will not get overwhelmed. Preferred Seating Students with ADHD have problems staying focused. They should stay away from windows and doors because these distractions would cause them to lose valuable teaching instruction. Therefore, it is crucial where a student with ADHD sits in the classroom. The desks in the classroom are arranged in rows. Wyman sits in the front row next to the researcher’s desk. This allows him to focus on the lesson that is being taught with minimal distractions. It also allows the researcher to keep an eye on Wyman while reminding him on task whenever he becomes distracted. To help Wyman concentrate when taking tests, he has a test-taking station at the back of the classroom. He puts up a folder that surrounds his desk for more privacy. This test- taking method allows him to have a quiet atmosphere free from any distractions happening in the classroom. Get up and move During the reading lesson, the class is divided into small groups. Sometimes, the students would choose a drama book that they could act out. These books are only 10 to 15 pages long. Wyman would always choose a story about animals. By choosing a book in which he is interested, would keep his attention on the reading assignment. Before reading, the students are

5 given the opportunity to read the story before they start reading as a group. This allows Wyman to read through the book by myself, with a partner, or use an audiobook to get familiar with the words in the story. Students with ADHD tend to blurt out. Therefore, the teacher uses a highlighter to mark his speaking parts so that he could concentrate on his part and stay on task. This group was placed in the back of the classroom, so they were free to move around while acting without distracting the other groups. Methods Implemented The researcher used all these methods to help Wyman succeed in the classroom. After discussing with his parents, the importance of seating in the classroom. Wyman’s desk was placed in the front row closest to the researcher’s desk. At first, he did not like sitting there and kept turning around to see what was going on behind him. The student next to him was a shy student who did not talk much in class. This prevented Wyman from talking too much. The researcher made sure he kept on task by asking him if he had any questions and by giving positive verbal reinforcements. It took several weeks, but Wyman does not turn around as often now, and he answers more questions in class because he is paying attention and trying to stay on task. Wyman struggles with reading. During reading groups, it is hard for him to stay focused on the story. He gets embarrassed when he does not know a word. He also blurts out when it is not his turn to read. To get Wyman interested in reading sometimes the researcher chooses a book about animals. This helps Wyman concentrate better because it is something which he is interested in. These books are only 10 to 15 pages long, so it keeps his attention and he does not get bored. The researcher allows the group to read the story by themselves or with a friend. This prevents Wyman from getting embarrassed during reading groups. On Fridays, the group reads

6 drama books. The researcher marks Wyman speaking parts with a highlighter to help him stay on task. Wyman feels very comfortable in his reading group. He is very excited when the books contain animals, and he gives the group some quick facts about the animal. He also likes reading with a partner, but usually chooses the same partner every day. He loves Friday’s reading groups because he gets to move around to act out the play. For the most part, he does a good job only reading his parts because it is highlighted. He tries very hard to stay on task because the researcher gives the group candy before they transition to another group. Wyman also struggles with anxiety. He gets overwhelmed when assignments are given to him that have different sections. Therefore, the researcher breaks the assignment into parts and allows him extra time to do each part. This has worked well for Wyman. Before he starts a section, the researcher reads the instructions for him. Between each section, Wyman was allowed to get up and move around. This became problematic because he started taking advantage of this privilege by getting up and moving around the classroom even when the sections only took a couple of minutes to complete. The researcher needs to adjust this accommodation so it will be more effective.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

7 Freeman, C. (n.d.). Strategies for students with ADHD . Retrieved from https://www.readandspell.com/us/strategies-for-students-with-ADHD Gridley, L. (2020). Things that parents of ADHD children wished every teacher knew . Retrieve from https://caddac.ca/adhd/document/things-that-parents-of-adhd-children-wished-every- teacher-knew/#:~:text=Children%20with%20ADHD%20have%20many,%2C%20math %2C%20music%2C%20etc. Mayo Clinic (2019). Attention-deficit/hyperactivity disorder (ADHD) in children . Retrieved from https://www.mayoclinic.org/diseases-conditions/adhd/symptoms-causes/syc-20350889 Miller, C. (2019). What’s ADHD (and what’s not) in the classroom . Retrieved from https://childmind.org/article/whats-adhd-and-whats-not-in-the-classroom/ Segal, J. & Smith, S. (2019). ADHD and school . Retrieved from https://www.helpguide.org/articles/add-adhd/attention-deficit-disorder-adhd-and- school.htm#:~:text=Managing%20fidgeting%20and%20hyperactivity,make%20them %20difficult%20to%20teach. Segal, J. & Smith, S. (2019). Teaching students with ADHD . Retrieved from https://www.helpguide.org/articles/add-adhd/teaching-students-with-adhd-attention- deficit-disorder.htm Silver, L. (2019). Manage your distractions . Retrieved from

8 https://www.additudemag.com/manage-your-distractions/ Woodcock-Johnson (2014). Woodcock-Johnson IV test of achievement . Retrieved from https://education.fcps.org/specialeducation/sites/specialeducation/files/the_woodcock_joh nson_iv_training_manual.pdf

Case Study copy

Related Documents