The following is a case study of an 11-year-old male student in fifth grade, Randall (pseudonym). Randall lives with his parents and two younger sisters. Randall’s father works full time, and his mother is a stay at home parent. Randall was born with hydrocephalus. According to the National Institute of Neurological Disorders and Stroke, hydrocephalus “is the excessive accumulation of fluid in the brain. “The excessive accumulation of fluid results in an abnormal widening of spaces in the brain called ventricles. This widening creates potentially harmful pressure on the tissues of the brain).” Currently, Randall has a shunt in place that releases the fluid throughout the body as it builds, so it does not become harmful. Hydrocephalus …show more content…
Nevertheless, it is my opinion that Randall’s teacher should explain the benefits of a 504 Plan and how it can benefit Randall. She could send documentation home that discussed the 504 Plan. I feel it is especially important that they understand the accommodations that Randall could receive during class and testing. I feel that it would be beneficial for Randall to receive extended time for testing and test modifications, especially being Randall was almost retained due to test scores. A modification that I feel could impact Randall in the classroom is creating a daily class work to do list similar to a ‘honey do’ list, which he has access to. The list could be laminated or placed on a white board. The items could be marked off upon completion. This would allow Randall to stay on task and know what is expected of him daily. Also, an accommodation that could help Randall is providing him with a list of strategies or steps during test taking. Having reminders of these strategies close will allow Randall to recall the strategies as needed. Another accommodation, I believe that can be beneficial to Randall if the homework and test evaluations are reassessed. Randall’s teacher could find ways that Randall enjoys expressing himself and have him complete work in a similar format. For example, Randall could draw to show his understanding of a reading passage or write a summary or poem that reflects the story. An option mentioned in the article Accommodations for Students with LD is to allow the student to “provide responses on a computer.” Using a computer can provide students with the ability to present their knowledge through technology. Throughout the book Inclusion, it suggests that as a teacher your primary goal is to know your student and enable them to embrace their differences to show who they are individually. Both of these examples allow the
Antwone serves as a Petty Officer in the United States Navy. He is single and heterosexual, with no children. Antwone was referred to the U.S. Navy Pacific Fleet Medical Center for psychiatric evaluation, after pleading guilty to assault on a superior, non-commissioned officer. As a result of his physical aggression, he was demoted from ships serviceman Petty Officer, third class, to ships serviceman Seaman. Antwone has a history of physical aggression and poor impulse control. Antwone was referred for three sessions of psychiatry service for assessment of physical aggression, anger management, and supportive treatment. At the end of treatment, a recommendation by Dr. Davenport will be submitted to Antwone’s commanding officer, for the purpose of determining reinstatement to active duty. Antwone sees no need for evaluation and states that the cause of physical assault was a result of racial remarks by the victim. Antwone’s attitude towards fighting is stated in his words, “It’s the only way some people learn.”
The Section 504 Rehabilitation Act of 1973 was designed to meet the needs of students with disabilities and who do not fall under or qualify for special education services. For example, a student that is perfectly capable of meeting all curricular requirements on assessments and assignments but cannot hear very well will fall under the 504 act. They will not necessarily meet the special education qualifications of the IDEA. Therefore, they will not be classified as special education students and will not receive the same services as special education students, even though they need modifications and accommodations to ensure their overall success. A major curricular impact of Section 504 of the Rehabilitation Act of 1973 is that all educators are legally required to provide students that meet the requirements to be qualified or classified as a 504 student with the same course of study as general educations students without making changes to their course work. Educators do this by way of allowing additional time on assignments and assessments. They also do this by changing the environment or method of lesson delivery to said students if and when necessary to ensure
The case study on Kevin Miller is very challenging. Kevin Miller is White 5th grade student, and his parent are very supportive. Kevin has a problem with attention span; consequently, he I has been identified as a candidate for Greentree Elementary School Gifted and Talented Program. I will attempt to describe the issues related to Kevin’s moral judgement and self-concept; furthermore, I will make recommendations on his part.
Hydrocephalus is a genetic disorder commonly described as “water on the brain.” In actuality, this is a condition in which there is an excessive accumulation of cerebrospinal fluid (CSF), a clear watery fluid that surrounds the space between the brain and spinal cord, in the brain. Normally, the production together with the absorption process of CSF is specifically balanced to ensure that the brain tissue remains buoyant, that nutrients can be delivered and waste removed, and that there is a compensation for changes in intracranial blood volume. Hydrocephalus blocks this balanced flow as well as absorption, and on account of CSF being produced continuously, 16 oz each day to be exact, the blocking creates a surplus of CSF resulting in the said pressure against the brain tissue. The surplus accretion of CSF additionally motivates ventricular dilation in which the gaps between the brain, known as ventricles, abnormally widen.
Students with learning disabilities can learn; each student has his or her own strengths and weaknesses. Educators must continue to focus on the strengths of each student and building on them, creating a stronger student and person. Identifying the weakness is at the core of getting a student help with their learning disability, but after this initial identification and placement, the focus should shift to the strengths and adjusting the student’s schoolwork to reflect these strengths. For instance, if a student is weak in reading but has wonderful group interaction skills and is good with his or her hands, the students' reading tasks should then be shifted to reflect these st...
From a biobehvioral view, Nate would often daze off in class. Being that he was diagnosed with ADHD and ADD, he had problems with staying focused and paying attention. In this case, the teacher was understanding of his diagnosis and allowed him time to re center and get back focus being that he did not take medication. From a behavioral view, when Nate actively participates in class, he is able to obtain meaning from the lesson and he understands his expectations. He is also able to keep up on the current assignments he is to track in his agenda book. When he records he assignments down in his book, the teachers praise him and tell him to keep it up. When he obtains a sufficient amount of signatures, he is able to receive his incentive of computer time. From an integrated view, Nate’s parents were often upset with him when he came home with no homework and did not understand why he was not able to keep up in school. The teacher had to explain to them some of the effects of an inattention disorder.
Jake is described as an energetic third grader with a learning disability. Jake gets along with his classmates and excels academically during the 2 hours he gets to be in the general education classroom, but the other time his is in a special education classroom. Jake excels in his math work and his classmates consider him “one of the gang”. Also, Betty says he is an excellent reader. When Jake is in the general education he is not very organized and likes to be the center of attention and for these reasons, Betty, the gen ed teacher does not believe he can make it full time in a general education classroom. Sharon, the special education teacher, thinks Jake deserves a shot but the fact that Jake is unorganized and disrupts class outweighs
“Every child has a different learning style and pace. Each child is unique, not only capable of learning but also capable of succeeding.” – Robert John Meehan Therefore, teachers will need to come up with different solutions to help every student learn what is being taught. While observing a third-grade inclusion classroom, I noticed how the teacher implemented different ways to help every child learn. In this summary, you will see how the teacher taught her lesson to reach every child’s learning experience. The subject in the classroom is mathematics and is taught by Sandy Headrick. Her classroom is also supported with an inclusion teacher, Rhonda VanWinkle. Mrs. VanWinkle is in the room to provide extra support to students who struggle with
The inclusion setting at P.S. 304 promotes collaboration and ensures that all members of the setting’s community will expect and experience acceptance. On June 8, 2016, I observed Ms. Pfeiffer 3rd grade inclusion class. Ms. Pfeiffer has 32 general educational students and 2 special needs students. Jayden Smith has ADHD and Jennifer Jordan development delays. Ms. Pfeiffer has the students grouped together by tables. Jayden and Jennifer are not excluded from the seating arrangements in the class and are placed in with the general ed students. The third grade class often uses the easel and smart board that's placed in the middle of the room. Their reading books are categorize by dot colors to represent the academic reading level. The closet doors
This allows the classroom to operate with split-groups, representing an inclusion model with a paraprofessional. All students will hear the entire lesson, instructions, and expectations. They will all complete the coursework in the same classroom, with additional help provided as needed. The academic expectations are not lessened for those with special needs and they do not require individualized lesson plans. Variations in coursework could be approved if widely different levels of abilities are present. Keeping students in classrooms with strong instruction will increase their chances of success and lessen the need for separate special education classrooms with higher teacher student ratios. To negate boundary lines between the two groups, additional instructors in the classroom would focus on children who qualify for special education, but should not ignore other children who need
The idea of inclusion within a classroom tends to breed controversy from many people. Currently there is no clear consensus on a definition of inclusion (Heward, 2006). There are many different views on how students with disabilities should be handled. Those views ranged from students being fully included, partially included, or not included at all in mainstream schooling. Different descriptions of inclusion tend to reflect the person's own opinions towards it. People who feel students should not be included in the classroom focus on the negative characteristics of inclusion, such as the challenges of developing plans for students as well as the hard work it requires to incorporate those plans. However, studies show that full inclusion has many benefits to the students, for both students with disabilities as well as students without them. Inclusion has shown to improve the student's social skills, encourage communication, inspire laws and regulations, and improve the overall schooling experience (Gargiulo, 2012). Although it will take longer then some would like or have the patience for, full inclusion can be done in the classroom, with its benefits outweighing the hard work that it requires.
I feel that this part of the debate has made a good point. Not only is providing reasonable accommodations give all students an “fair and level playing field” (p.175) regardless of seen or unseen disabilities, but it is also the school obligations under section 504 under the Americans with Disabilities Act. I feel that asking for extended time on homework and test taking is a reasonable accommodation that is also quite easy to follow. This accommodation does not interfere with the other students learning environment and in many cases many higher education students also request to take test in a distraction free environment in a school-testing center. Reasonable accommodations made for students with learning disabilities shows that student’s are not carbon copies of each other and every learns and takes test differently.
Powell mentions she has to do different tests for almost all her students including those with IEPs and 504s. She has to do different tests because some of her ELLs are at different levels and in different grades. She has students from beginning levels to intermediate levels who range from seventh grade to nine grade so it wouldn’t be fair to give them all the same test. She has to create individual tests for almost all her students and seeks collaboration from the special education teachers to help with the ELLs who are also receiving special education services. Like Mrs. Bailey, Mrs. Powell also has students with preferential seating. Mrs. Powell has a paraprofessional to help her out with the ELLs and she said having an extra hand to help benefits both the students with learning disabilities and the teacher. However, Mrs. Bailey said she doesn’t have another teacher to help out in her class but she would love to have co-teaching because she can take turns with the other teacher observing and helping the
Accommodations will help students achieve these academic goals, which can be instructional or environmental changes that help students to successfully understand and respond to the regular curriculum. These kinds of accommodations may be a change of seating in the classroom, sitting up front during story time or allowing more time on an exam. For example, a child who may have dyslexia needs to have an additional 20 minutes on exams, or have test questions and answers read to them aloud. These are accommodations made in order for the student to have the best chance of success. A student, who does not have a learning disability, doesn’t need those accommodations and would not necessarily benefit if they were given to
They are given the opportunity to find kids their age that have the same interest they do, and they are interacting with students that are either different or the same as them. Giving student with learning disabilities be in inclusive classroom does allow them to build social skill that will not be as greater when they are in isolated classroom. Although, inclusive classrooms does have the social aspect as a benefit, consequently it can hurt students with disabilities in the form of the challenge they face with trying to learn at the same level as their peers. When their learning challenges are not meet this can become difficult for them to try to understand the lesson, because they do not have the proper tools or their teacher has not been properly trained to help the student with learning disabilities. In regards to the challenges that can occur in integrated classes can become a challenge for both student and teacher, and without the proper resources integrated classroom can become an academic risk for student with