StudentShare
Contact Us
Sign In / Sign Up for FREE
Search
Go to advanced search...
Free

Frank with Disabilities in a General Education Class - Case Study Example

Cite this document
Summary
This case study "Frank with Disabilities in a General Education Class" presents a child in second grade, with a disability in learning. Frank has Down’s syndrome and has difficulty in reading and comprehension. He always learns at a very slow pace than the rest of the children…
Download full paper File format: .doc, available for editing
GRAB THE BEST PAPER95% of users find it useful
Frank with Disabilities in a General Education Class
Read Text Preview

Extract of sample "Frank with Disabilities in a General Education Class"

A Plan to include Frank who has disabilities in a general education A Plan to include Frank who has disabilities in a general education class Introduction Frank is a child in second grade, with disability in learning. Frank has Down’s syndrome and has difficulty in reading and comprehension. He always learns at a very slow pace than the rest of the children. Frank needs an early intervention that will enable his inclusion in a general education class. There is need to put him into a program that will enable him catch up with rest. A proper plan with proper strategies is expected help Frank to improve. The most suitable model to use is a Response to Intervention (RTI) model. This an academic intervention method used to help children with needs such as difficulty learning or learning disabilities. It is an early intervention, which prevents failure in academics by measuring progress of such a child frequently, and inducing interventions that are research based to instruct and aide children with such difficulties. Some children do not respond to such interventions, and their problem is deep rooted in that the children could have disability stemming from the biological make-up (Vaughn, 2010). Unlike the discrepancy model that is common for the normal children with ability, this model will be an alternative to Frank who is in need of supplementary education. Personnel The personnel who will handle the process will be three normal classroom teachers, who will teach mathematics, a language subject, and a science subject respectively. The teachers who will handle Frank will be individuals who are highly qualified and trained adequately to implement this model. They will be individuals who understand Frank better and will be able to connect with him in order to get the required results. The selected teachers will compile a comprehensive report within a period of five weeks and will use the report to provide the child with the supplementary three-tier program. This is as recommended by Phaneuf (2008). Accommodations and modifications Accommodations and modifications will focus on changing the teaching techniques, and assessment on Frank’s progress. The accommodations the teachers will consider into the curriculum include one-on-one quizzes, group discussion with the other children, large print materials to enable Frank see and comprehend well, colored charts, extended or shortened assignments and assessments. They will also use pictures, animation, colors, and sounds to help Frank grasp and understand the content quickly. Some of the modifications that the teachers will consider include, changing the grading scale particularly if Frank fails to compete with the rest and introduction of special education and special education teacher in tier three if Frank utterly fails to improve. Strategies School screening Assessment This is the first strategy that will help identify Frank’s strengths and weaknesses. Screenings will last for a period of five weeks (Phaneuf 2008: 54).The first thing the teachers will carry out is to assess whether he requires such interventions. This will take place in a normal classroom where he will get academic surveillance. This will enable evaluation of the Frank’s performance based on the basic subjects in the curriculum such as mathematics, sciences, and languages. His ability to perform tasks such as reading and comprehending, solving mathematical sums and carrying out practical tasks will undergo evaluation and the report will contribute significantly towards identifying his strengths and weaknesses. The teaching will follow the curriculum of the classroom. It will be research based, one tested in the field and proved effective and containing all the fundamentals of teaching a normal child with able faculties. This screening will establish a specific criterion, which will rank the Frank’s performance in various categories. The percentile score will show whether his performance is poor, average, above average or excellent. Comparison of the percentile scores will take place and recordings made in clusters. The teachers will observe his behaviors, bad and good incidences during the period (Johnston, 2010). Three-tier system and Progress monitoring Tier-1 The comprehensive report compiled by the teachers will provide an important basis for formulating interventions required in the three-tier program. The teachers will monitor the progress during this program to assess whether Frank has benefitted in any way. The level will last for five more weeks and teachers will use a Curriculum Based Measurement (CBM) system to assess the effectiveness of the program. This will enable teachers to shuffle various methods until they obtain one that will help the Frank to respond positively to the program. This is according to Martella et al (2012). They will provide him with scientifically proven materials obtained from evidence-based research, to help improve the child in various aspects from skills, to talents, to comprehension (Phaneuf, 2008: 56). The interventions will take place during the normal classroom time, in a laboratory, media centre or a library. It will be in the form of documented instructions, one-on-one basis between Frank and the teachers, or small group review where the teachers monitor his academic interaction with other children. The teachers will use these strategies on all the children in a classroom to enable assessment of academic competitiveness of Frank. They will teach basic literacy skills such as comprehension, alphabets, and alliteration. They will also use pictures, animation, colors, and sounds. Proactively, they will assist the child to grasp, comprehend, and to excel in reading and writing. If Frank still exhibits difficulty, then teachers will consider supplementary interventions in tier two, as recommended by Hunley et al, (2010). Tier-2 Interventions in tier two are supplemental and will only help Frank if he fails to improve in tier one. This level will enable him to learn to be independent, to learn unity when working with others, and to improve in various skills. In this level, the interventions will take place either within the classroom or outside the classroom. The teachers will monitor his progress at close intervals for a period of nine weeks. Monitoring of progress in this level is to assess whether the interventions are enabling the child to learn at the required rate. The scores from the quizzes, one-on-one questions, and practical tests will guide the teachers in assessing such a progress. Behavioral assessment will take place when Frank mingles and works with the rest (Hunley et al, 2010:20). More support will come into place at this level, to intensify practice in class and out of the class. The teacher will give instructions and guidance to Frank for a period of thirty minutes to one hour every three to four days in a week. In a case where he exhibits extreme difficulty in reading, then a specialized teacher will come in and help in supporting him. The teachers will be cautious in this level, since it will be remarkably important to determining whether he is improving or whether extra interventions will be required. It will also determine whether he requires more interventions that are specialized. The teachers will provide extra practice in writing and reading to improve him. They will provide strategies such as audio-visual software and print copies of solution materials. They will apply the use of PowerPoint presentation, Computer Assisted Instruction (CAI) and other specialized software applications. Research shows that CAI improves the performance of students with difficulty in learning particularly mathematics and languages (Shapiro, 2011). The teachers will compile data on Frank’s performance and use it in the third level if he does not respond at this level. Tier-3 Assessment from tier-two will be of help in tier three, to help the teachers assess why Frank did not respond to the two previous levels. The interventions in this tier will be supplemental to tiers one and two, and application of more strategies will take place to compensate tiers one and two. The interventions will be similar to some in tier two but will be more rigorous and intense in terms of duration and frequency. The sessions will last for 30 minutes every day for a period of nine months, and will take place outside the normal classroom. The teachers will provide the interventions at home, in a tuition centre, or in the field. If required Tier 3 will provide special education, particularly if Frank does not show signs of improving. In such a case, the teachers will consider Frank to have a potential learning disability. Once the teacher evaluates this, they will hand him over to a special education teacher who will provide relevant help to ensure that he improves (Hunley et al, 2010:22). In conclusion, this three-tier RTI model demonstrates a plan that a teacher will use to help a child with a disability, to acquire skills in learning. It clearly explains the types and the role of the teachers when handling such a child and discusses the three-tier system from tier-1 through to tier-3. The plan describes the nature of each intervention in each tier and the proactive response a teacher should take in every step. The plan also describes what the teachers should do, if the 3-tiers do not work. A response to intervention model (RTI) is an appropriate intervention when handling children with difficulty in learning or children with disability. It is an early alternative intervention, which prevents failure in academics in children with such difficulties. It occurs concurrently with the discrepancy model for normal children therefore, not a replacement to the regular curriculum of education. It is not special education but just a supplemental approach to help such students or children. References Hunley, S. A., McNamara, K., & National Association of School Psychologists. (2010). Tier 3 of the RTI model: Problem solving through a case study approach. Thousand Oaks, Calif: Corwin Press. Johnston, P. H. (2010). RTI in literacy: Responsive and comprehensive. Newark, DE: International Reading Association. Martella, R. C., Marchand-Martella, N. E., & Nelson, J. R. (2012). Comprehensive behavior management: Individualized, classrooms, and schoolwide approaches. Thousand Oaks, Calif: Sage Publications, Inc. Phaneuf, L. K., & Syracuse University. (2008). The application of a three tier model of intervention to parent training. Shapiro, E. S. (2011). Models for implementing response to intervention: Tools, outcomes, and implications. New York: Guilford Press. Vaughn, S. (2010). Promise of Response to Intervention: Evaluating Current Science and Practice. New York: Guilford Press. Read More
Cite this document
  • APA
  • MLA
  • CHICAGO
(Frank with Disabilities in a General Education Class Case Study Example | Topics and Well Written Essays - 1500 words - 1, n.d.)
Frank with Disabilities in a General Education Class Case Study Example | Topics and Well Written Essays - 1500 words - 1. https://studentshare.org/education/1784144-real-or-imaginary-child-with-disabilities-into-a-general-education-class
(Frank With Disabilities in a General Education Class Case Study Example | Topics and Well Written Essays - 1500 Words - 1)
Frank With Disabilities in a General Education Class Case Study Example | Topics and Well Written Essays - 1500 Words - 1. https://studentshare.org/education/1784144-real-or-imaginary-child-with-disabilities-into-a-general-education-class.
“Frank With Disabilities in a General Education Class Case Study Example | Topics and Well Written Essays - 1500 Words - 1”. https://studentshare.org/education/1784144-real-or-imaginary-child-with-disabilities-into-a-general-education-class.
  • Cited: 0 times

CHECK THESE SAMPLES OF Frank with Disabilities in a General Education Class

Basha Restaurant Business Plan

Executive Summary Basha restaurant in Dubai is one of the unique restaurants in Dubai that offers a wide variety of Arabic Cuisines to its valuable customers.... … Executive Summary Basha restaurant in Dubai is one of the unique restaurants in Dubai that offers a wide variety of Arabic Cuisines to its valuable customers....
15 Pages (3750 words) Assignment

Drop Out of High School

This study “Drop Out of High School” will focus on identifying the most common reasons special education students drop out by interviewing recent dropouts from Charlottesville High School in order to present recommendations for more suitable and effective dropout prevention programs.... This is because an Americans' financial stability and professional achievement have always been dependent on the education they have received (Shore, 2003).... “High school graduation captures both the cognitive and the noncognitive attributes that are important for success in adulthood, and it is usually a minimum requirement for engaging in further training and higher education” (Levin, 2009, p....
10 Pages (2500 words) Essay

Teachers' Views of The Impact of Instruction in the Inclusion Model for students with Learning Disabilities

Abstract Teacher's Views of the Effect of Instruction Within the Inclusion Model for Students with disabilities by Philip Thompson EdD, Walden University, 2011 Proposal Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Doctor of Education-Admin.... ,Walden University, 2011 Proposal Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of education Philip Thompson Walden University August 2011 Acknowledgments This is an optional page for acknowledgments....
17 Pages (4250 words) Dissertation

Real or imaginary child with disabilities into a general education class

A Plan to include Frank who has disabilities in a general education class Name Institution Course A Plan to include Frank who has disabilities in a general education class Introduction Frank is a child in second grade, with disability in learning.... Frank needs an early intervention that will enable his inclusion in a general education class.... Unlike the discrepancy model that is common for the normal children with ability, this model will be an alternative to Frank who is in need of supplementary education....
5 Pages (1250 words) Essay

Noble Energy, Inc

Especially, the people of middle class income level are trying to find substitute energy resources of oil and gas due to hike in oil and gas price (Shelley 27).... Noble Energy, Inc Industry Analysis Nobel Energy, Inc.... is one of the largest and popular US based oil and gas production and exploration organization....
10 Pages (2500 words) Research Paper

An Independent Learning Plan for Students with Special Needs

epending on the institution or the center that is willing to help the student who requires some special needs, a general procedure and a set of questions are necessary.... The paper "An Independent Learning Plan for Students with Special Needs" states that students with disabilities are likely to perform poorly if their teachers do not give them some special attention.... The first test that the student does is a speaking test that is in connection with the books of the student's class....
7 Pages (1750 words) Assignment

Inclusion of Students with Severe Disabilities Into the Classroom

The difficulties which have arisen include teaching styles, administrative expectations and the inability to have an established school system that can involve disabilities in a normal classroom setting.... Identifying the difficulties that are associated with children with severe disabilities and finding ways to include children in the correct setting is one that can offer equal education and opportunity to students with disabilities.... nbsp; Special education courses and other areas of implementation were designed specifically because there was a belief that disabled students had different learning abilities than other children....
17 Pages (4250 words) Research Paper

Strengths and Weakness of Collaborative Consultation for Students with Disabilities

From the interviews with both the assistant principal, the general education teacher Ms.... The paper "Strengths and Weakness of Collaborative Consultation for Students with disabilities" highlights the need for utmost concentration by teachers in inclusive classrooms and Collaborative consultation in society in which students with disabilities are included in the general class setting.... They only have 4 special education teachers for 45 students with disabilities and 25 students with speech and language disabilities....
5 Pages (1250 words) Coursework
sponsored ads
We use cookies to create the best experience for you. Keep on browsing if you are OK with that, or find out how to manage cookies.
Contact Us