Case study: Student with Autism in the Inclusive Classroom

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Runninghead: Case study
Case Study
Teaching Students with Intellectual Disability
University of Nevada, Las Vegas
November 2011
Janet Vanheck

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Current Performance
AbilitiesandSupport Needs
Rodrigoisa sixthgrade studentwhowasrecentlyplacedinthe general educationroomona
trial basisto see howhe performs. He was movedfromthe autismroomand has beendiagnosedwith
Aspberger’sSyndrome. He needsextensive assistance withcompletinggrade level workandforhisfirst
three weeksingeneral educationhadanaidto assisthim. He isquite capable of doingthe work;he just
choosesnotto do it. He scoreda 320 on the math portionof the CRT and a 340 on the language arts
portion.
Nowthat the trial periodisover,Rodrigo’sgeneral educationteachersare readyforhimto
returnto the autismroom,since he seemsto have little interestinperforminginthe general education
classroom. It hasbeenacknowledgedbythe facilitator thatthe trial basishasfailed,andhe will have to
be placedelsewhere. Exactlywhere he shouldbe placedisyettobe determined.
Past Experiences
In the past,Rodrigohas beenaggressive towardfellow classmates. Ithasbeensuggestedthat
the reasonsfor hisactingout wasthat he wasboredinthe self-containedclassroom. Priortohis
placementinthe self-containedroom,Rodrigowasinthe general educationclassroom,where he chose
not to dohis workor participate inclassactivities. Itwas forthese reasonsthathe was placedinthe
self-containedautismroom. Once there,Rodrigowasunhappywiththe environmentof the autism
classroomandwantedto returnto the general educationclass,anditwasexplainedtohimthathe
wouldhave todo hiswork.

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IEP Appropriateness
Goalsand Objectives
Rodrigo’sgoalsandobjectivesare functional. Theyrelate tohavinggoodstudentskillsand
followingdirectionsthatthe studentmaynothave beenotherwiseexposedtointhe self-contained
setting. Rodrigoneedstolearnhowtobe a studentinthe general educationsetting,andapplynew
skillstofulfillinghisnewgeneral educationteachers’expectations. Hisgoodstudentgoalsand
objectivesare asfollows:
Goal 1: By the annual reviewdate, inthe classroomsetting,Rodrigowill demonstrate the following
goodstudentskills: take hisseatandbeginwarmup activityuponenter inthe classroom, remainon
task for15 minutes,andexhibitpositive studentbehaviors(ex.Appropriatelanguage,interactionwith
peers),andfillingouthisplannerwithhishomeworkassignmentsandhisclassassignments,achievinga
criteriaof 4 out of 5 trialsas measuredbyobservationanddocumentationasimplementedbythe
teachingstaff.
Objectives:
1. By the end of the secondquarterof the 2011-2012 school year,ina classroomsetting,Rodrigo
will demonstratethe followinggoodstudentskills: take hisseatandbeginwarmup activity
uponenteringthe classroom,achievingacriteriaof 4 out of 5 trialsas implementedbythe
teachingstaff.
2. By the endof the thirdquarterof the 2011-2011 school year,in a classroomsetting,Rodrigowill
demonstrate appropriate skillsbyusingappropriate interactionwithpeersandteachers
achievingacriteriaof 4 out of 5 trialsas implementedbythe teachingstaff.

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3. By the fourthquarterof the 2011-2012 school year,in a classroom setting,Rodrigowill
demonstrate appropriate behaviorsbyusingappropriate language achievingacriteriaof 4 out
of 5 trialsas implementedbythe teachingstaff.
4. By the annual reviewdate of the 2011-10`1 school year,ina classroomsetting,
Rodrigowill independentlyfillouthisplannerachievingacriteriaof 4 out of 5 trialsas
implementedbythe teachingstaff.
Goal 2: By the annual reviewdate,inaclassroomsettingRodrigowill follow atwostepdirectionthe
firsttime itis given(ex.Take yourmathbookand a pencil outandturn to page 26) and be able to follow
assignmentsthatare writtenonthe board,achievingacriterial of 4 outof 5 trialsasmeasuredby
observationanddocumentationasimplementedbythe teachingstaff.
Objectives:
1. By the endof the secondquarterof the 2011-2012 school year,ina classroomsetting,Rodrigo
will completehisclassworkduringclasstime achievingacriteriaof 4 out of 5 trialsas
implementedbythe teachingstaff.
2. By the endof the thirdquarterof the 2011-2012 school year,in a classroomsetting,Rodrigowill
complete hishomeworkandturnit inachievingacriteriaof 4 out of 5 trialsas implementedby
the teachingstaff.
3. By the annual reviewdate,of the 2011-2012 school year,ina classroomsetting,Rodrigowill
appropriatelyparticipate inagroupactivitya criteriaof 4 out of 5 trialsas implementedbythe
teachingstaff.
These goals andobjectivesare quite functional andwillrequireRodrigotolearnhow tofunctionin
the general educationclassroom. The structuresof the classroommustbe learnedandmastered,and
newskillsmustbe acquiredinorderforhimto experience success inthisnew environment.

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Educational Standards
Rodrigomustalsoadapt to the strenuousacademicstandardsof the general education
classroom. He must learnto learninhisownway and to hisgreatestpotential inthe new environment.
His academicgoalsmustbe adaptedto hislevel sothathe may learnthe material andshow masteryof
the subjectmatter. He musttake what he has learnedinthe self-containedroomandexpanditinto
learningfurthermathconcepts. The followingeducationalgoalsandobjectiveswere developedfor
Rodrigoto succeedinthe general educationacademicenvironment.
Goal 1: By annual reviewdate,inaclassroomsetting,Rodrigowill select,modify,andapplystrategies
to solve avarietyof mathematical andpractical problemsachievingacriterial of 80% as measuredby
observation,documentation,andworksamplesasimplementedbythe general andspecial education
teachers.
Objectives:
1. By annual the endof the firstsemesterof the 2011-2012 school year,in the classroomsetting,
Rodrigowill applypreviousexperience andknowledgetonew problemsolvingsituations
achievingacriteriaof 80% as implementedbythe general andspecial educationteachers.
2. By the endof the thirdquarterof the 2011-2012 school year,in the classroomsetting,Rodrigo
will generalizesolutionsandstrategiesfromearlierproblemstonew problemsituations
achievingacriteriaof 80% as implementedbythe general andspecial educationteachers.
3. By the endof the secondsemesterof the 2011-2012 school year,in the classroomsetting,
Rodrigowill interpretandsolve avarietyof mathematical problemsbyparaphrasing,identifying
necessaryandextraneousinformation,selectingandjustifyingefficientmethodsand/or
strategies,ensuringthe answerisreasonable achievingacriteriaof 80% as implementedbythe
general andspecial educationteachers.

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4. By annual reviewdate,inthe classroomsetting,Rodrigowilltrymore thanone strategywhen
the firststrategyprovesto be unproductive achievingacriteriaof 80% as implementedbythe
general andspecial educationteachers.
Goal 2: byannual reviewdate,inthe classroomsetting,Rodrigowill reviseandeditfirstdraftsachieving
a criteriaof 80% as measuredbyobservation,documentation,andworksamplesasimplementedbythe
general andspecial educationteachers.
Objectives:
1. By the endof the firstsemesterof the 2011-2012 school year,in the classroomsetting,Rodrigo
will proofreadaparagraphat grade level andidentifysubject-verbagreementachievinga
criteriaof 80% as implementedbythe general educationandspecial educationteachers.
2. By the endof the secondsemesterof the 2011-2012 school year,in the classroomsetting,
Rodrigowill revise draftstoimprove the coherence andlogical progressionof ideas,usingan
establishedrubricachievingacriterial of 80% as implementedbythe general andspecial
educationteacher.
3. By annual reviewdate,inthe classroomsetting,Rodrigowillimprove sequenceandprovide
more detail achievingacriteriaof 80% as implementedbythe general andspecialeducation
teacher.
These goalsare writtenwithregardto maintenance andgeneralization. Rodrigohastoshow that
he understandsthe conceptslong-termandbe able togeneralize themtoreal-life situations. These
goalsmay be achievedwiththe use of voice totexttechnologythatwill allowRodrigotorecite whathe
wantsto write,andthe computerwill formhiswordsintotextonthe computer. He alsomay receive
extensive assistance fromthe teachersandstudentsinthe classroom.

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Environmental Demands
Classroom Arrangement
Two general educationclassroomshave beenobservedforthiscase study: Mr. Saut’ English
classand Mrs. Sweeney’sMathclass. Inthe Englishclass,Rodrigositswithateamof fellow-sixth
graders,where Rodrigomustparticipate ingroupactivities,includingpeerrevisionandeditingof astory
studentshave written. Studentsare requiredtoworktogetheringroupsof fouror inpairs as following
the Kagan Cooperative Learningtechniquesandprocedures. One dayaweek,theygoto the computer
room to workon typinglessonsandwritingonthe computer.
In Mrs. Sweeney’sroom,studentsare alsoarrangedintoteams,where they compare each
other’sworkon the warm-up. Each teammemberisto share hisor her answersanddetermine which
onesare the correct answers. Whencalleduponbythe teacher,teammembersmustpresenttheir
groupeffortto the classat warm-uptime andprovide examplesof the workperformedandhopefully
provide the rightanswerstothe math problems.
Rodrigoissomewhatanti-social anddoesnothave the skillstobe able tointeractwiththe
studentsina waythat wouldmake himsuccessful inthisenvironment. He lacksthe abilitytoshare his
answersandcompare themwithhisteammates. The tasksappearto be at hislevel,althoughhe like
the otherstudentsare justlearningthe material.
ActivitiesSchedule
The schedule of activitiesdoesnotappeartobe appropriate forRodrigo. He isrequiredtodo
teamworkwhichseemstogoagainsthis introvertednature. He isaskedtodo individual work,suchas
writingstoriesanddoingindividualmathproblems,butevenwithmuchpromptingfromthe teacher

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and instructional assistant,Rodrigorefusestoparticipate. He doesappeartobe capable of focusingfor
three to fourminutesata time,andthentake a break.
Environmental Challenges
The physical environmentisdarksince interactivewhiteboardsare usedinbothrooms. This
makesitdifficultforRodrigotokeepfromrestinghisheadandgoingto sleep. The activitiesrequire
longerperiodsof focusthatRodrigoseemstobe able to sustain.
Task and Instructional Demands
RequiredTypical Tasks
Studentsinthe sixthgrade mathand Englishroomsare requiredtowrite storieswithaspecific
structure and to complete mathproblemsindependentlyandasa team. In the Englishclass,students
are requiredtocorrectgrammar mistakesfromexamplesin the textbookandtowrite storieswitha
clearintroduction,bodyof twoor three paragraphs,anda conclusion. Inthe mathclass,studentsmust
converta fractionto a decimal andfrom a decimal backintoa fraction. Theymust alsoconvertto
percents.
AppropriatenessofTasks
These tasksseemtobe at a level thatRodrigoshouldbe able todo,but exactlyhow togo about
doingthemisnot clearto him. He needsassistance withframingastoryintoa clearbeginning,middle,
and end,andwithcompletingsimple mathproceduresbeingpresented. The instructionisveryexplicit
and directionsare veryclear,whichshouldenable himtounderstandthe materialandbe able towork
independentlyandavoidanylearnedhelplessness. Teachingstrategiesare appropriate,andRodrigo
receivesthe one-on-one assistance thathe sometimesrequiresfromthe specialeducationco-teacher.
There issufficientuse of monitoringandpositive andcorrective feedback.

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StudentDirections
The studentisdirectedbythe general educationteacher,the special educationco-teacher,and
by fellow studentsingroupwork. Directionsare givenspecificallyanddirectly,withplentyof
opportunitytocheckfor understandingof taskstobe completed.
Teaching Strategies
The studentisexpectedtoparticipate inthe warm-upwiththe groupandpresentinformation
to the class andwork independentlyonindividual problemsandstories. Rodrigoisaskedtoworkfor
promptedtowork fora fewminutes,thenallowedtotake abreak,and promptedagainto refocushis
attention.
Functional Behavioral Assessment
The followingfunctional andbehavioral skillswere reportedinthe mostrecentIEP:
Rodrigoisable to groom himself accordingly. Rodrigoisable touse the bathroomwithno
assistance. Rodrigoisable toworkwithpeers,aslongas he followsthe topic. He isveryeasily
distractedanddifficulttoredirect. Rodrigohassomewhatappropriate behaviorsandcanconverse with
classmateswithsome assistance. He generallydoesnotyell orcurse.
Supports Modifications and Accommodations
Functional Academics
The studentwill needregularreminderstodohiswork andwill needhelpwith developingan
appropriate formtoa storyand practicingappropriate mathprocedurestogetthe correct answers. A
copy of notesmay be providedtoassisthimandkeephimfromhavingto write everythingdown

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himself. He will be providedwithassistance fromthe co-teacherandthe peertutorsassignedtohimon
histeams.
Behavioral
Rodrigois providedwithopportunitiestoworkwithpeerscontinuallyandisgiventhe
opportunitytoshare hisworkwithpeersas well aseditthe workof hisfellow classmates.
Rodrigoneedsreminderstoworkwithhispeersinsteadof focusingsomuchonhisownwork
and learnto peereditateammate’spaperormath problems.
Social Outcomes
Rodrigoisexpectedtolearntoget alongwithothersandworkin teamsand pairs. Once
acclimatedtothe general educationenvironment,Rodrigoshouldbe able tointeractwithpeersina
non-aggressive demeanorandbe able toshare the responsibilityplacedonhe andhisteammatesbythe
teachers.
Method
Objectives
The followingalternative objectivesmaybe consideredforuse withthe IEP. Theyare suggested
objectivesthatmaybe generalizedandmaintainedovertime.
Objective 1. By the endof the secondsemesterof the 2011-2012 school year,inthe classroom
setting,Rodrigo will generalize how totell time andcountmoneyachievingacriteriaof 80% as
implementedbythe general andspecial educationteachers.

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Objective 2. By annual reviewdate,inthe classroomsetting,Rodrigowill identifycommonsigns
usedinpublicplacesachievingacriteriaof 80% as implementedbythe general andspecial
educationteacher.
Program Evaluation
EvaluationforRodrigowill be acombinationof teacherobservationsandhisgrades. Teachers
will watchforappropriate behaviorstowardothersandchecktosee if he is doingthe workrequiredof
himin the general educationenvironment. Eachteacherwill be responsible forreportingtothe
facilitatorthe progressRodrigomakesintheirclasses,bothacademicallyandbehaviorally.
Evaluation Frequency
A progresscheckconsistingof teachersprogressreportstothe facilitatorwillbe conductedona
monthlybasis. Approximately,everythreetofourweeks,Rodrigo’sprogresswill be reportedand
reevaluate inordertodeterminehissuccess. Hissuccessesmustcome inboththe formof behavioral
concernsand academicsandhe mustbe able to generalizethe material taught,suchasthe proposed
objectivesontellingtime,countingmoney,andidentifyingcommonsignsusedinpublicplaces.