Special Education

Students With Intellectual Disabilities
A Resource Guide for Teachers

Appendix 1: Case Study - Matthew

  • Bring concerns to a school-based team meeting.
  • Refer Matthew for speech-language and behavioural assessments.
  • Consult the learning assistance and resource teachers in the school for ideas to use with Matthew while waiting for the team meeting.
  • Talk to the parents. See Appendix 5 for sample questions.
  • Gather information from people who have worked with Matthew in the past.
  • Consider using parent or community volunteers to help with the class to address safety concerns.

In addition to the classroom teacher, the school-based team for Matthew is made up of the resource teacher, the principal, a speech-language therapist and a behaviour specialist. Matthew's father joins the team for their initial meeting.

The team discusses Matthew's progress in school last year and how his skills and behaviour at school and home have evolved. A decision is made to address these broad goals for the next three months:

  • Increase communication skills.
  • Improve social skills.
  • Develop counting skills to 10.
  • Expand written expression to include his first and last name.

The focus will be on helping Matthew to become more independent and able to communicate his needs in effective and acceptable ways. Matthew will take part in most group activities with the support of a teacher assistant who has already been assigned to the class for another child. The speech-language and behavioural specialists will provide program suggestions for the teacher to use with Matthew.

Academic
  • Use structured program to develop of fine motor skills.
  • Start an alphabet scrap book for use at home and at school.
  • Provide various tactile materials to use for printing practice.
  • Have Matthew practice sequencing and counting skills using various objects at home and at school.
  • Read stories aloud to Matthew and talk about them with him. Use teacher assistant or older peer helpers in school and parents at home.
  • Investigate computer programs to use for counting and alphabet skills.
  • Incorporate speech-language sessions into the program, and facilitate opportunities for Matthew to communicate his ideas and needs to peers and adults.

Social/Behavioural
  • Include Matthew in a social skills group run by the resource teacher.
  • Establish a "Circles of Friends" program in the class. See the references section of this guide for more information.
  • Cue Matthew verbally to use words to express his needs.
  • Observe Matthew for positive social behaviours and reinforce them with recognition and attention.
  • Use escalating logical consequences for inappropriate behaviour.
  • Engage Matthew in responsible tasks in the classroom.

 
Support
  • Set up a buddy system within the class.
  • Provide for Matthew's safety with the help of a teacher assistant.
  • Plan activities the assistant can implement with Matthew.
  • Use a home-school book for ongoing communication with parents.
  • Collaborate regularly with the school-based team.


The Grade 2 teacher, with support from others, must now develop an Individual Educational Plan for Matthew based on the goals set at the team meeting and the ideas generated by the team. A modified program is required to meet Matthew's needs. Here is part of the plan for Matthew:

1. Long-term Goal: Matthew will interact positively with peers during group work.
Short Term Objectives;

Matthew will greet other students by name.

Matthew will answer questions in the group.

Matthew will remain in the group until the activity is complete.

Matthew will decrease his aggressive behaviour towards other students.

Strategies and Resources;

"Name Game" in cooperative learning groups

Peer coach, role play and rehearsal.

Self-charting of successful remaining in the group; reinforce at end of each group session.

Implement a "Second Step" program with the whole class.

Assessment Procedures ;

Matthew will name four out of five members of the learning group.

Matthew will answer at least one question in the cooperative learning group each day for one week.

Matthew will stay seated in his assigned place for group work each day for a week.

Matthew will participate in group activities for one week without hitting or shoving classmates.

2. Long term Goal: Matthew will write first and last name.
Short Term Objectives;

Matthew will write first and last name assisted by a model.

Matthew will write name without using a model

Strategies and Resources;

Use template of Matthew's name, gradually reducing the size and intensity of the predraw pattern. Practice using sand tray and textured letters.

Practice and repetition using various media: blackboard, experience chart paper, paint and brush at paint station, etc.

Assessment Procedures ;

Matthew will write name on lined paper using model.

Matthew will write name in various media without model.

3. Long-term Goal: Matthew will develop choice making skills and communicate his choices appropriately.
Short Term Objectives;

Matthew will choose between two learning centres and use language to express his choice. Matthew will choose between two books and use language to express his choice.

Matthew will sit with friends of his own choosing during circle time.

Strategies and Resources;

Modeling of choice and decision making by the teacher and peers in learning groups. Structured opportunities to make choices aided by a peer helper; allowing time for decision making.

Assessment;

Matthew will go to one learning centre or choose a book when given the choice between two. Matthew will independently go to sit with people at circle time.

4. Long-term Goal: Matthew will count to 10 and comprehend the use of cardinal and ordinal number to 10.
Short Term Objectives;

Matthew will review to mastery last year's goal of counting a variety of objects to five.

Matthew will establish a one-to-one relationship in counting objects up to 10.

Matthew will chose the correct number of objects when asked to count out a certain number.

Matthew will count a variety of objects to 10.

Matthew will identify the ordinal numbers in a series of objects.

Strategies and Resources;

Use materials from the natural class environment. For example, chairs, books, shoes, etc.

Make counting box for practice, adding groups of objects of Matthew's choice.

Have Matthew count out materials for small group activities.

Use manipulative materials at centres for rehearsal of cardinal and ordinal numbers. Use software which reinforces counting with the computer.

Use occasions where students line up to identify ordinal numbers.

Assessment;

Matthew will count five pennies.

Matthew will set up one-to-one correspondence between 10 pennies and 10 candies.

Matthew will count out the correct number of articles for group work. For example, count out five books from a stack.

Same as above for 10 books from a stack.

Matthew will take the place in line directed by the teacher. For example, the second place in line by counting from the first to tenth.