Special Education

Teaching Students with Learning and Behavioural Differences
A Resource Guide for Teachers

Secondary Case Studies                      Case Study 3 - Ned Carter

Ned is in Grade 9 and is identified as a student with a learning disability. From grades 4 through 6 Ned was placed in a resource room full time. In middle school he was partially integrated. At this time the learning assistance teacher is monitoring his progress and a teacher assistant is assigned to some of his classes to provide support to a variety of students. Ned's parents are concerned and have been involved with IEP goal setting to date. They are anxious about his progress and attendance, as evidenced by daily phone calls to the school.

Teachers have observed a range of problem behaviours such as:

  • arrives late to class,
  • skips classes selectively,
  • appears easily frustrated,
  • appears sullen and withdrawn at times,
  • easily off-task,
  • socializes in class at inappropriate times,
  • has problems participating in appropriate ways in groups, i.e.. resists group decisions about projects,
  • refuses to complete some assignments or portions of assignments,
  • doesn't bring equipment and supplies to class,
  • written assignments too short,
  • handwriting immature for high school student, and
  • likes to read, often reads when assigned task is writing.

Assessment

Ned is reading slightly below grade level; however, his written expression is more than three years below grade level. His sentences are simple in structure and he has difficulty organizing sentences into paragraph. Ned's spelling tends to be phonetic and frequently includes reversals.

School-based Team Meeting

Ned's learning assistance teacher decided to review the support in place for Ned at a school-based team meeting.

Individual Education Plan - Ned Carter

Name   Ned Carter

Birthdate   81/06/26

School   Hickson Secondary

Program   Learning Assistance

Teacher/IEP Case Manager    Charlie Kennester (LA Teacher)

School-based Team Participants   Mr. and Mrs. Carter, Howard Gore (Eng. Teacher), Jan Howard (Science Teacher), Sean McAllister (Social Studies Teacher), Paul Marshall (Counsellor)

Assessments in File

  • WISC-III
  • Woodcock-Johnson Battery
  • Test of Written Language (TOWL)

Strengths

  • Enjoys and excels at Judo
  • Understands tools and equipment
  • Likes practical, hands on activities
  • Performs better without time restraints
  • Achieves at expected grade level in mathematics, likes to use computer programs in math class

Needs to:

  1. develop compensatory techniques for problems with written expression
  2. increase independence for completion of written assignments
  3. decrease task avoidance behaviours
  4. develop positive group participation skills

Adaptations
Linked to Corresponding Needs

  • see attached

Student's Long Term Goals

  • to become a carpenter

Student's Short Term Goals

  • to pass Grade 9
  • to develop greater independence

Other Action Items and Transition Plans

  • Set up weekly phone contact between parents and school
  • Investigate requirements for graduation with a Dogwood Certificate (Look into whether Ned will qualify for adjudication of Provincial Exams)
  • Involve second semester teachers in Jan. School Based Team Meeting
  • Begin contacts with Provincial officials re apprenticeship certification for carpentry
  • Arrange work experience placement with construction firm
  • Consider referral for counselling to address problems with group/social skills (see Need #4)

Adaptations (linked to corresponding Needs)

1. Reduce academic course load to allow Ned time to develop compensatory techniques for writing.

1. and 2. Allow extra time for written assignments in English and Socials.

1. Provide instruction and practice on word processor, including spell check and thesaurus function.

1. and 3. Structured, individual spelling remediation program.

2. Direct instruction in sentence combining, paragraph structure, and other aspects of written expression.

Strategies/Resources/Personnel

Drop one academic course each semester: School counsellor. Schedule one block each semester for Learning Strategies in tutoring centre: LA Teacher.

Consultation between LA teacher and core course teacher to set up extra time; Ned keeps LA teacher informed of upcoming major assignments, tests, etc.

Schedule keyboarding course: Consultation between LA teacher and business education teacher; teacher assistant provides support in class

Computer assisted spelling program to be used in Learning Strategies block: LA teacher Criteria for success to be negotiated amongst English teacher, LA teacher and Ned.

Daily lessons and practice with LA teacher; collaboration amongst LA teacher, English and socials teachers to support transfer of new skills to subject assignments.

Criteria for Success

Completes remaining courses with 60% or more at semesters.

Completes assignments 75% of time, arranges independently for extra time.

Completes keyboarding course and uses computer for English/Socials assignments.

Writing improvement; criteria to be set for each assignment.

Uses complex sentences and paragraphs with topic sentences, supporting details on English/Socials tests, reports: Decreases writing avoidance.