Charlie (ID) Community-Family Life Version
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Indiana Wesleyan University, Marion *
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360
Subject
Philosophy
Date
Apr 3, 2024
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docx
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Uploaded by sungtheoriginal
Case Study #1 ~ Intellectual Disabilities ~ Charlie
Directions
1.
Read Charlie’s profile below, noticing his strengths and the specific ways in which his disability affects his needs. 2.
Read the profile of the environment Charlie is about to enter. Notice the demands present in the environment. 3.
Identify at least three
specific aspects of the environment that may handicap Charlie if they are not altered. Explain exactly how each aspect would likely affect Charlie, and why.
4.
Identify one way the person in charge could reasonably alter each of the three problematic aspects you identified. Your suggestions must:
a.
Maintain the purpose of the activity or requirement.
b.
Remove unnecessary barriers. Note: Changing “Plan A” for everyone to be more accessible is usually better than providing accommodations to a single person. 5.
Justify each of the three changes you make (i.e. explain how they satisfy points a and b above) using what you know about intellectual disabilities.
Charlie is a 14-year-old ninth grader with a mild intellectual disability. The specific cause of Charlie’s intellectual disability is unknown. He was initially identified with developmental delay as
a two-year-old, as he was significantly behind his peers in communication, motor, and self-care milestones. Charlie received in-home services as a toddler and has received special education services since he turned four. His identification was updated to intellectual disability at age 7. Charlie has more difficulty than his peers with both fine and gross motor skills. He enjoys time with his peers, but he has trouble keeping up with them in sports like soccer or basketball. He does play on the unified basketball team and loves it. With his neurotypical peers, he usually enjoys things like dancing, watching movies, or going to games at the local minor league baseball stadium. Charlie’s teachers and family both describe him as easygoing; he is rarely bothered by new circumstances and recovers quickly when upset. The flip side of this is that Charlie is very slow to make his needs known or seek help; if he doesn’t know what to do, he will sit where he is and do nothing rather than seeking out help. The same is true when he is uncomfortable or even sick. Charlie has worked hard to learn reading decoding strategies, and he
can usually decode texts of the complexity typically used in third grade. He has trouble understanding figurative language and making inferences in texts without explicit modeling. With
most new tasks, Charlie needs to see things modeled several times, with explanation; then he can start to participate in some of the steps. After significant repetition, Charlie can take over the
steps on his own. Charlie is generally well-liked by his peers, and they make sure he is included in their activities. However, he has trouble keeping up with the complexity of language and implication in the humor his peers use. He tries to repeat and adapt their jokes, but the structure doesn’t always work. Charlie loves the Marvel Cinematic Universe, the Milwaukee Brewers, and dancing to Taylor Swift songs. Environment
Charlie has been in Boy Scouts since he was 7 years old, and his time with his troop is one of his favorite parts of the week. This week, Charlie’s troop will be visiting some nearby flower fields to complete some of the requirements for their Plant Science merit badges. (See full requirements at http://filestore.scouting.org/filestore/Merit_Badge_ReqandRes/2023_Updates/
35932(23)_Plant_Science_REQ.pdf
). Specifically, they will be learning about how bees enable
pollination and examining plants to identify their parts. When the troop arrives, each scout will take their sketch book, find a plant of choice, and draw it. They each have a handout with the names and definitions of common plant organs, which they should use to label the parts of their drawing. After this, the scouts will pair up to observe the activities of bees in the flower fields. Each pair will walk around until they find a bee, then watch its activities (quietly and holding still)
for as long as they can before it flies away. They should make a list of the bees’ stops, which they
will then bring back to the larger group. The scout leader will teach the group about stamens, pistols, and pollen, and then ask the group how they think the bees’ activities might help with pollination. In order to get full credit for this portion of the merit badge, every scout should be an
active participant in the discussion. Finally, one of the caretakers of the flower fields will show the scouts how to properly plant a seed. The scouts will each take a packet of seeds home and plant them in the same manner they were shown. In order to finish the requirements for the badge, each scout will need to bring a successfully grown plant to a meeting to show the scout leader.
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