Angie Case Study (1)

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California State University, Stanislaus *

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4150

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Psychology

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Dec 6, 2023

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Case Study- Angie Department of Psychology, California State University Stanislaus PSYC 4150 Section 001 Lex Clements October 14, 2023

In Ms. Peter's resource room, Littletown resident Angie, a fourth grader, is receiving special education services. Since first grade, Angie has had academic difficulties related to phonetics. Angie's first-grade teacher was unable to see the variety of signs of her learning difficulty that Angie was exhibiting in her classroom. Angie's first-grade teacher not only failed to recognize the difficulties Angie experienced, but she also failed to adapt the lesson to better fit Angie's learning style. In actuality, Angie was singled out by her teacher for being a sloth in the general education classroom. Angie's strengths remained ignored in first grade, and her mental health suffered as a result. Angie's new teachers in Littletown recognized the academic learning obstacles she persistently encountered in the regular classroom, and Ms. Allison, her teacher, recommended that she be referred for potential educational needs. By providing the main curriculum to Angie Angie's mother's and her instructors' assistance in Littletown helped her succeed in school by pointing out the areas in which she struggled the most in the mainstream classroom. Angie conquered her reading and spelling challenges, despite the fact that her earlier encounters with misunderstood teachers had destroyed her self-esteem. Angie's remediation of basic skills in the resource room proved to be rather helpful. Despite the low cognitive level of the content, Angie felt uncomfortable, but her resource teacher, Ms. Peter, encouraged her to persevere with the assignment. Angie's regular classroom teacher, Ms. Allison, later noted that Angie was able to make up for her learning difficulty by discovering her passions, which are math, science, and computers.

Angie's academic progress in fourth grade was made possible by Ms. Allison's recommendation for special needs services. She recognized that Angie had both strengths and weaknesses, and that while the general education curriculum was suitable for the majority of students, it was not the right pace for Angie. Developing Angie's self-confidence in her ability to learn is one teaching tactic that can boost her involvement in general education. Angie's engagement in the general education classroom would significantly increase if her learning IEP goals were appropriately developed, assisting her in gaining confidence and self-esteem. Angie's pattern of being afraid would be lessened with the aid of positive behavioral supports. It is expected that she will participate more actively in class activities as she works toward her reading, spelling, and pronunciation objectives and receives positive behavior supports to help her emotionally as well. I believe that Angie's low self-esteem and lack of confidence may be contributing to her fear. Furthermore, it would help her academic progress if her teachers were first aware of the variety of characteristics that could be present in the classroom. Angie's multidisciplinary team, along with Ms. Allison and Ms. Peter, can effectively assist her by strategizing and formulating ideas for how to incorporate additional avenues for her to engage and learn. One effective way to help Angie's learning disability become more accepted is to modify the general education curriculum to better support her needs while also incorporating the curriculum for other students in the same classroom.

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References Raymond, E. B. (2017). Learners with Mild Disabilities: A Characteristic Approach (5th edition). (pp. 50-68). Pearson Education. VitalSource Bookshelf Version.

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