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Major Assignment #3: Case Study Angelica Paton Department of Education, Rowan University SPED 08555: Education and Psychology of Students with Disabilities Professor Jiyeon Lee June 24, 2024

Paton 2 Overview Jaime is autistic, has ADHD, and has a communication impairment. He was labeled as Limited English Proficient (LEP) in preschool and was in ESL classrooms in Kindergarten and 1 st grade. He was classified as having incomprehensible speech and difficulties concerning articulation, in both English and Spanish. He progressed slowly in reading and had attention and impulsive difficulties. He had trouble interacting with other students and adults, seemed to obsess over objects, and had strong reactions to unexpected changes. When on medication, Jaime can focus and can complete work independently. He can also follow directions, read and locate important information in texts, and ask and answer questions. He can initiate conversations logically and on topic, and his socialization improves. However, he does not take the medication consistently, which impairs his improvement. He is off task, struggles to function independently, can become disruptive, and is unable to learn new skills. This year, Jaime has been struggling with focusing and doing his work. He has had behavioral incidents and his social interactions have been straining. He has been crying without knowing why, his anxiety and depression seem to be worsening, and he is struggling with the classwork. Culture, Language, and Family Influence on Learning Jaime’s language, culture, and family influence may affect his learning in various ways. When there is a language barrier between a parent and the educational system, parents may not understand exactly what services are being offered and what it is that the child really needs. This can lead to interruptions in services, and for Jaime, it also led to disruptions in his medication. Though his mother expressed the medication seemed to be making him depressed, she could have also sought out a different medication or a new one to add to the previous one. It seems that taking him off his medication has been detrimental to his learning. It also seems as though, when

Paton 3 he was taking the medication, it was not being properly administered. This could also be a cause of language barrier. According to the Center for Global Development (2023), children learn better when they can associate new ideas with familiar phrases in their home language. When the home language is different from the language they are learning in, they may process it slower and not understand the deeper meanings of what is being taught. There may also be cultural gaps between parents and educators that can impact academic achievement in a student. Personally, my father was born in a different country. When faced with certain academic, or social, challenges, my father did not understand and in turn did not have the skills to teach me to get through it. He also struggled with understanding mental health issues. Even today, he does not believe in going to therapy or taking medications to manage mental health. This is, of course, not just my father, but so many parents who were raised in a different culture than America, or cultures that acknowledge mental health and offer services for it. Teachers can also exhibit bias towards students of different cultures (Rosendo, 2020). It is important for educators to remember that different cultures understand academics differently. Whether it be how something is graded or a how a student acts in class, parents of different cultures may not understand the school system. Futterman (2015) discusses the impact of culture in the classroom. She discusses the disparities between parents and educators and explains that culture is often associated with holidays, religions, or recipes, when in reality there is a lot more to it. Language, culture, and family dynamic may be impacting Jaime because his first language forms the foundation of his literacy skills and abilities, his cultural background may shape how he interacts with others inside and outside the classroom, and the level of involvement from his parents can also impact his views on academics and social development. If his parents

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Paton 4 do not speak English and do not engage with others in his school community, Jaime could possibly be reflecting that. He could be slow to respond to questions due to his brain trying to translate English to Spanish, then back again. My current boyfriend, who is neurotypical, struggles with delays in his answer time because he must constantly translate questions and responses back to his primary language. My father does this as well. It is important as educators to keep in mind the family dynamics. Modified Instruction I believe that Jaime’s teacher could modify instruction to enable Jaime to be more successful in the classroom by providing a translation of the work. Sometimes, students with a different primary language than English might thrive when they are given work in their primary language. Of course, his teacher would also need to help him translate it back to English, but this way he is able to think cohesively in a language that he hears at home. Based off of the informal assessment of language and literacy skills that his teacher completed, Jaime may benefit from extended time, sentence starters when asking questions or discussing with peers, and anchor charts. Jaime struggles with understanding body language, so she may be able to put up a chart that has pictures of common facial expressions and behaviors with the description underneath. This way, Jaime may have an easier time in social situations in the classroom. She might need to provide frequent feedback to ensure that Jaime understands the classwork or social settings. Jaime may benefit from audio materials or a human reader to read the directions of assignments to him, as well as someone who might be able to write down what Jaime is saying. Graphic organizers, checklists, and word banks may also help Jaime’s literacy skills. For executive functions, xminds recommends the student paraphrasing directions, smaller unit assignments, visual supports, and preferential seating for students with autism. She may also need to allow

Paton 5 Jaime to take a walk when he becomes restless. These accommodations may also make the classroom more accessible for other students with exceptionalities, as the technology and accommodations will allow for easier understanding. The TTS accommodations make it easier for those who struggle with written directions. Word banks, checklists, and organizers allow easier access to visual learning, as well. It also helps students to stay organized. Use of Technology The use of technology for Jaime seems like it could be very useful. In the previous answer, I recommended that the teacher utilize audio materials for Jaime, such as a text to speech device. This may be helpful since Jaime has difficulty reading complex sentences, but his oral comprehension is okay. Gargiulo and Bouck (2019) discuss assistive technology which refers to devices and services. There are text to speech applications that Jaime may benefit from, as well as technology that can help Jaime find the words he needs to communicate as well as to express how he feels. He struggles to express his thoughts, so this type of application may be very beneficial for him. There are also speech to text devices that would allow Jaime to speak his thoughts and ideas with the computer capturing it and writing it. When giving written directions, I would want Jaime to hear them read aloud, whether it be directly from me in a close proximity so he can really process what is being said, or from an audio reader that he can replay a few times to comprehend the directions. Of course, explicit instructions would also be in the accommodations for Jaime, along with verbal instructions. This way, the directions are clear and Jaime is able to complete his work. As for visual aids, as mentioned previously, I think Jaime would benefit from an anchor chart that has facial expressions and the description below it. I would go over this chart with Jaime at least once a week, preferably on Mondays to start the

Paton 6 week, to remind him where to look in a social situation. I would also encourage social interactions to help Jaime practice his social skills. Accommodations Jaime’s general education teacher should assess his prior knowledge and utilize what he already knows to help strengthen his learning. This way, he can be taught new ideas in a different way than other students in the classroom. For example, if Jaime struggles to learn new information like his peers, his teacher should take the time and learn how he successfully internalizes information. His teacher can use anticipation guides and questionnaires to assess prior knowledge. His teacher should scaffold lessons; the teacher should assess Jaime’s learning abilities, plan to ensure organization, ensure student engagement in the lessons, provide stability in the lessons, and keep students on task. Though Jaime struggles with keeping on task, the teacher needs to, again, assess what Jaime is receptive to in the classroom. The teacher should begin new lessons with short reviews of previous lessons, continuously check understanding (not just asking the student if he understands because that does not always work and is not the most accurate way to check), provide specific feedback, and present new material in small amounts. The teacher should assist Jaime in practicing materials, especially new materials. The learning goals should always be clear, group work should be utilized, and allowing extra time for Jaime to process information.

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Paton 7 References Cilliers, J., & Mohohlwane, N. (2023, June 20). What effect does learning in a home language have on reading skills? . Center For Global Development. https://www.cgdev.org/blog/what-effect-does-learning-home-language-have-reading- skills#:~:text=The%20theory%20of%20cognitive%20development,tend%20to%20perform %20better%20academically. Evidence-based teaching practices. (n.d.). https://ies.ed.gov/ncee/edlabs/infographics/pdf/REL_SE_Evidence- based_teaching_practices.pdf Futterman, L. (2015, September 29). Beyond the classroom: The impact of culture on the classroom | miami herald . Miami Herald. https://www.miamiherald.com/news/local/community/miami-dade/community-voices/ article36727782.html Helland, W. AAC Community. https://aaccommunity.net/category/apps/ Partnership for Extraordinary Minds . Classroom & learning accommodations for autistic students. (n.d.). https://xminds.org/accommodations Pastore, J. (2024, February 17). 10 examples of evidence-based instructional strategies . ClickView Education. https://www.clickvieweducation.com/blog/teaching-strategies/evidence-based- instructional-strategies Rosendo, J. (2020, December 7). Family and cultural influence on the learning environment . Early Learning Ventures. https://www.earlylearningventures.org/family-and-cultural- influence-on-the-learning-environment/

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