Special Need Education - Case Study Example

Case in Special Need Education Name Institution Tutor Date Case synopsis Demographics Name: Amira Mohammed Age: 5 Gender: Female Condition: Autistic In the year 2013, Amira was diagnosed with autism at age of two. Amira lives under the care of her father; Abdul Mohammed, a law degree holder, who works in one of the leading law firms in Abu Dhabi. Her mother; Bahira Mohammed, an equally educated woman from Abu Dhabi University, works as a nutritionist at Danat Al Emarat Hospital. Amira currently studies at Castle Hill School which is a general education school but also specializes on children with disability. Bahira Mohammed discloses that as a nutritionist, she noted some unusual behaviour in her daughter. The child exhibited symptoms such as the inability to point and the lack of a natural babbling. Additionally, she did not have the ability to pronounce words which definitely indicated a delay in speech. Even combining two words was difficult for Amira. Bahira therefore decided to visit the hospital to get the doctors opinion concerning her daughter’s health. History of diagnosis A number of diagnosis were conducted on the child to examine her susceptibility to the autistic condition. In terms of physical and medical assessment, Amira was subjected to a full neurological and physical examinations which entailed special screening devices and laboratory tests. The tests revealed the presence of autism. Additionally, her hearing capability was examined. As Wing (2001) discloses, in most cases, children with autism do not have the capability to respond to the words spoken to them by another individual. As a result, during the early years, most autistic children are alleged to have hearing impairment. Interestingly, the auditory results showed that Amira did not have the auditory processing disorder. Reflex testing was also conducted on the child which revealed that she had undeveloped reflexes. Psychological assessment was also conducted which mainly involved cognitive functioning assessment. Standard psychological tests on cognitive capability were conducted. The assessment disclosed that Amra’s cognitive functioning was partially low. The ability to socialize was also evaluated. One of the key attributes of an autistic child in the inability to socialize (Rodriguez, 2008). The assessment disclosed that Amira’s ability to socialize were very minimal. In most cases, Amira could not make eye contact even when asked to look at the person communicating. Additionally, she was very shy and all she could do was to look down. Informal tests were conducted on Amira when she first enrolled at Castle Hill School. The tests were mainly geared examining her educational capabilities. Direct observation of her behavior and the opinion of her parents was used to measure her learning capabilities. Assessment of preschool academic skills were examined which included awareness of things in the environment. The findings disclosed that Amira has some little knowledge concerning the events of the environment. Strengths and areas that need improvement On the basis the diagnosis, it can be noted that one the key strengths that Amira has is the ability to identify objects in her environment. The child is partially cable of noticing objects that exist in her surrounding based on the fact that her cognitive capabilities were not very low. The Psychological tests also disclose that an area that needs improvement is her social skills. Since autistic children are in most cases identified using deficiencies and deficits in communication, deliberate efforts should always be placed on improving their communication (Mangal, 2007).The educational assessment disclosed that Amira had difficulty in communication, as a result, there is need for emphasis to be placed on her communication skills. Stage 2 Application in the School Context Children with autism usually exhibit insufficiencies in areas of socialization and communication as noted in the case of Amira. As a result, the leaner needs a learning environment in which procedures and doctrines of analysis of applied behaviour can be used. The most appropriate inclusive model that can suite Castle Hill School is the adoption of the social political model whereby the leaner is given a full time opportunity to go through schooling. Indeed inclusion requires that leaners are involved in the learning environment regardless of their abilities or inabilities (Kasser and Lytle, 2013). Studies indicate that the self –concept of leaners essentially those with disability improves their ability to learn, as a result it is in the most segregated places that the leaners can learn effectively (Wang and Birch, 1984). Similarly, research discloses that children with disability who took part time classes in a resource room were more proficient academically as opposed to similar learners who spent an entire day in the general class room (Hocutt, 1996). Inclusionists however believe that special educators and regular classroom educators can work together to help leaners with disability to get important skills, behaviors and knowledge and even become important people in future (Fuchs and Fuchs, nd). Inclusion will therefore be attained if the social - political model is adopted in the school, whereby Amira is given a chance to study full time in the general class. Action Plan on Inclusive Objectives 1 Short Term Objective- To develop a new integrated program which allows autistic children to learn in the same environment with children that do not have disability Executive Responsibilities/ Leadership: The School principle, Head of the Special Education department, early childhood department leader, General teachers and Special education teachers Strategies of Implementation Roles/ Actions of the Players Resources Polices Timeline Partnerships among School Departments All the departments are to work together in order to come up with an inclusive program Conduct meetings on how to implement the plan Resource rooms Time and conference rooms , Specialists in special education Federal Law 29/2006 concerning the Rights of Individuals with Disabilities January 2016 Ensure that the schools facility is resourced appropriately to meet the objectives of the program The school principle and accountants should ensure that the budget caters for the resources and technology needed to teach autistic children Funding, instructional materials and teachers to assist and IT Federal Law 29/2006 concerning the Rights of Individuals with Disabilities Ongoing Objectives 2: Short-term objective Responsiveness and awareness: Raising the ability of the employees and leaners in the school to contribute towards welcoming and developing an inclusive learning environment for autistic children Executive Responsibilities/ Leadership: The School principle, Head of the Special Education department, early childhood department leader. Strategies of implementation Roles/ Actions of the Players Resources Policies Timeline Increase the capacity of the school to meet the needs of autistic children Incorporate the disability policy in the school rules and policies Raise the awareness of the leaners and staff concerning autism through discussion Publications and books on autism Federal Law 29/2006 concerning the Rights of Individuals with Disabilities January 2016 Stage 2 Assessment Done by Amira A number of assessments were conducted on Amira. Foremost, observation was the initial approach used to examine her learning capabilities. Amira was observed for a period of three days. The observations were made in different social settings. First is the manner in which she behaved while close to her family members essentially her parents. The key aspect that was examined was how attached she was to her family. The findings disclosed that Amira was greatly attached to her family and seemed to be happier around them. Amira was also observed in an environment where other children existed. Her behavior was examined in terms of how close she would interact with the other children and if she had the ability to draw the attention of the other learners. The findings of the observation disclosed that Amira was a bit shy when put in an environment where other children existed. She however demonstrated some level of interaction essentially when the other leaners tried to engage her. Interviews were also conducted to examine Amira’s communication skills. Individualized Educational Plan/IEP for Amira Area of Assessment- Social Skills Performance Level: Amira is very shy and constantly looks down. She also does not have the ability to initiate communication and cannot greet anyone when they first meet Objectives Strategies Used Materials/ Resources Evaluation Short term Objectives Long term objectives Date By the end of the week’s lesson Amira should Pronounce the word ‘’Hallo’’ By the end of the school term , Amira will create eye contact with anyone she meets and also state the word ‘’ Hallo’’ after the teacher instructs her four to five a day to greet people The use of prompting whereby verbs that depict eye contact will be used for instance ‘’ Amira look at me’’ Classmates, parents and the staff in the school Data evaluations and teacher’s daily evaluation 20th January Area of Assessment- Motor Skills Performance Level: Amira’s motor skills are basically average. As highlighted by Diament, (2014). Autistic children usually lag behaving in motor skills development by one year. Amira therefore does not have a full ability to take and grasp things. Also the right hand experiences difficult when carry heavy objects. Amira also experiences difficulty in the identification of letters. Objective Strategies to be used Materials/ Resources Evaluation Date Short Term objectives Long term objectives By the end of the week’s lesson Amira will have the ability to identity at least five letters in the alphabet; a, b, c, d.e By the end of the school term Amira will be able to identify half of the Alphabetic letters a – m. Following various letter shapes Independent identification of letter Teachers, books, models of alphabets Letter identification ratings 24 January By the end of two weeks Amira will have the ability to throw a ball just a few meters By the end of the school term Amira will have the ability to throw a ball far away and carry objects essentially with the right hand Structured actions that involve ball throwing Children to play with , a playground and a hand ball A data record of Amira’s performance 25 the January Area of Assessment- Academic Skills Performance Level: Amira does not have much of the educational skills such as reading, writing and spelling. For instance; she cannot read some of the words of the alphabet such as b, p and d. additionally, there is need to develop the ability to write most of the letters in the alphabet Objectives Strategies to be used Materials/ Resources Evaluation Time Short term objectives Long terms objectives By the end of the week’s lessons Amira should have the ability to read, write and spell words in the Alphabet such as as b, p and d By the end of the term Amira should have the ability to read, write and spell words in the Alphabet such as as b, p and d Matching of the alphabetic letters with their pictures The rest of the class should assist in pouncing the words together Writing the words on boards Pictures, other learners , writing resources Identification of alphabetic words on a daily basis Pronouncing of the letters with the rest of the class 2 weeks Stage 4 Curriculum and assessment modification The environment is an influential factor in the learning of autistic children. Consequently, there is need to design a learning environments which facilitates easier leaning for the child (DeWitt and Whitman, 2011). Amira is visual learner whereby she can learn mostly by what she sees. The following is modification of Amira’s lesson and assessment. Learning Style Evaluation strategy Change of classroom Materials needed Support Needed Visual learning Asking questions about what she sees in the visuals A record of her performance in the identification of various objects The classroom should consist of visual aids Increasing the amount of light in the class would also be useful Adding more pictures in the classroom walls Models, pictures, movies ,colours and props General classroom teachers , leaners and visual instructors Stage 5 The school provides support for families and parents that have autistic children. For instance parents are allowed to come to the school at any time to check on the progress of their children. In addition. Amira’s parents are frequently welcomed to the school for conferences and discussions concerning raising children with the autism. Support is also given by the teachers in the school. After a comprehensive examination of the operations of the school, it can be noted that both general education teachers and the special education teachers give their input in teaching the autistic children. It is however essential that in class, the teachers cooperate to make sure that the leaner is able acquire knowledge from diverse views through a conducive environment. For instance; in the development of the IEP both the general and special education teachers should collaborate to come up with a comprehensive program. In order to implement the plan, in-house training and conferences will be organization in the school. Speakers will be invited from other centers that have implemented the plan in order to promote the plan’s feasibility. Training is very relevant for all the stakeholders including the parents. This is because it vital for each participate to gain adequate knowledge concerning how to promote the knowledge of the autistic child. The ADEC is also extensively involved in providing support for the program. This is because the school constantly uses the feedback of their reviews in order to maintain the required standards for teaching special children with the autistic disorder. The ADEC has also been useful in promoting the education standards in the UAE as a result it critical to gain their input in this particular program. Reflection The plan can be applied in the school extensively. This will however happen if all the stakeholders in the School collaborate. Amira is an autistic child with the potentiality and capability of learning. As a result in my opinion and inclusive school system will definitely promote her learning. I took note of the fact that Amira had the capability to socialize. It is in this respect that I believe that she should be integrated in the general school environment where both general and special education teachers can assist her. The key challenge that will affect inclusive education in the school is the lack collaboration essentially among the parents and teachers and the normal children and those with disability. I especially believe that the parents are actually an integral part of making the program successful. As a result, the input of the parents should not be discarded. In conclusion, this strategy of inclusive education will definitely work not only for Amira but even for other leaners with disability. References DeWitt, N and Whitman, L.(2011).Key Learning Skills for Children with Autism Spectrum Disorders: A Blueprint for Life. Jessica Kingsley Publishers. Diament, M.(2014). | Motor Skills Lagging In Many With Autism. Disability Scoop. Fuchs, D and Fuchs, L.(nd). Inclusion versus Full Inclusion. Retrieved on 22 November 2012 From Hocutt, A. (1996). Effectiveness of Special Education: Is Placement the Critical Factor? The Future Of Children Special Education For Students With Disabilities. 6 (1), p78-98. Kasser, S and Lytle, R.(2013). Inclusive Physical Activity: Promoting Health for a Lifetime. Human Kinetics. Mangal, K. (2007). Educating Exceptional Children: An Introduction To Special Education. PHI Learning Pvt. Ltd. Rodriguez, M.(2008). Autism and Asperger Syndrome Twenty-First Century Books Wing, K. (2001). My views on the existence of regressive autism, Looking up Autism, 2(8). Wang, M and Birch, J. (1984). Effective special education in regular classes. Exceptional Children .50:391–98. Read More