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High School Special Education Case Study The purpose of this case study is to determine a classroom students educational

perspective by gathering background information, observing the student, identifying the main student issues, analyzing the main issues, and reflecting on effective solutions and strategies to assist the student reach his/her full potential. I observed and assisted XX over the span of 6 weeks in my Special Education Student Teaching Field Experience. I selected XX due to his difficulty staying awake in his basic general education courses; XX also displays a low level of respect to his general education teachers. Since I was acutely aware of XXs weaknesses through observation I desired to actively appreciate his strengths. I sought to understand XXs disability, strengths and weaknesses in order to adjust support to meet his educational needs. XX was born in the month of February and is currently a 15 year old in the 9th grade. His Native American family consists of his grandmother, mother, and 2 younger sisters. XX has never met his father due to prison incarceration for assaulting his mother. In the 1st grade XX was diagnosed with Other Health Impaired under the category of Attention Deficit Hyperactivity Disorder (ADHD). XX received medication for his ADHD, an antidepressant, and attended counseling at a mental health facility; XXs family has a history of depression. In 4th grade XXs diagnosis changed to a Specific Learning Disability (SLD) due to his 3 year evaluation testing results. ADHD medication has subdued XXs ADHD symptoms. In middle school, XX participated in illegal behaviors. XX was found breaking into a house with marijuana paraphernalia and received probation for this charge. Subsequently XX was suspended as a result of the breaking and entering incident and due to previous behaviors exhibited in school. In 8th

grade XX attended the Alternative Learning Center (ALC). After being released from probation and the ALC program, XX attended high school for the 9th grade. Currently, XX attends all general education courses with support from the special education staff. Recently administered assessment measures determined XX to continue to have a SLD with major issues in reading, math, and behavior. XX is reading at the upper 5th grade lower 6th grade level. According to reading test results, XX struggles in the areas of comprehension, fluency, vocabulary, and written expression. Math skills are another area of concern; XX has difficulty with math calculation and math vocabulary. Although XX struggles in Math and Reading, behavior remains XXs main issue. The following behaviors were exhibited by XX in the classroom throughout my observation: falls asleep, glares at his general education teacher, needs repeated directions, has no motivation during work time, does not participate in classroom discussion, and slouches in his desk. The teachers provide constant reminders to XX to do his work and to stay awake in class; this does not prevent XX from falling asleep or motivate him to complete his class work. XX has been sent to the office on numerous occasions for not showing respect to his educational staff. XX has been placed in a general education courses with special education support to assist with math and reading instruction. A special education teacher attends XXs general classes labeled as a teachers assistant to the class. The special education teacher aids any student that needs assistance while primarily monitoring XX.

XX also receives accommodations for extended time on assignments and tests, a calculator for any mathematical content, and oral readings of assignments and tests. In order to resolve XXs behavioral concerns, a behavior chart with a menu of positive and negative consequences has been implemented with a section identified for each of XXs classes. Throughout class XX must stay awake and do his work during work time; if XX accomplishes this he receives a plus sign, if not he receives a minus sign in the class section. Teachers are required to record a comment on the sign selected for XXs behavior chart. The cooperating teacher and I interviewed XX in advance of implementation to determine XXs positive consequences since experts deem that, to have the desired effect on behavior, consequences must be meaningful to the student (Lewis & Doorlag, 2011). XX decided the following positive consequences for his behavior chart: listen to music at the end of class or receive a pop, if all positives in the morning he could leave super study 2-3 minutes early, and if 1 week of all positives he could skip super study. If XX receives a minus he has the following negative consequences: remain in class for the duration of another minute, if his work is not completed in class he receives detention that day, if he falls asleep he is sent to the office and receives an automatic detention that day. XX demonstrated drastic improvement in his behavior since the implementation of this behavior chart and the identified consequences. After a few weeks, XX, his cooperating teacher, and I plan to modify the positive consequences to create a consistent meaningful menu of rewards to reduce boredom.

Understanding XXs disability, strengths, and weaknesses allowed me the opportunity to determine this students educational perspective. Throughout my teaching experience I was able to adjust XXs behavior chart, rewards, and consequences, support him in his classes in order to best meet XXs educational needs, and actively assist him to reach his full potential. Over the six week span of my Special Education Student Teaching Field Experience I demonstrated competence at positively impacting XXs growth in learning and decrease behavioral concerns in his general education classes. This proved to be a rewarding field experience for the student and student teacher.

Reference Lewis, R.B. & Doorlag, D. H. (2011). Teaching students with special needs in general education classrooms (8th ed., p. 116). Upper Saddle River, NJ: Pearson.

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