Case Study Scoring GuideDue Date End of Unit 10. Percen.docx

Case Study Scoring Guide
Due Date: End of Unit 10.
Percentage of Course Grade: 20%.
CRITERIA NON-PERFORMANCE BASIC PROFICIENT
DISTINGUISHED
Provides a rationale
for studying the child
and for the need for
differentiation.
25%
Does not provide
a rationale for
studying the
child.
Provides a
rationale for
studying the
child, though
the rationale is
incomplete.
Provides a rationale for
studying the child and for
the need for
differentiation.
Provides a rationale for studying

the child and for the need for
differentiation, explaining the
effect on the child of not
providing differentiated
instruction.
Describes in detail
relevant facts and
data collected for a
case study of a child
with exceptional
needs.
25%
Does not
describe facts
and data
collected for a
case study of a
child with
exceptional
needs.
Describes facts
and data
collected for a
case study of a
child with
exceptional
needs.
Describes in detail
relevant facts and data
collected for a case study
of a child with exceptional
needs.

Describes in detail relevant
facts and data collected for a
case study of a child with
exceptional needs, providing
examples that illustrate the
importance of these facts.
Analyzes relevant
facts and data
collected based on
an understanding of
learning styles,
cognitive processes,
and instructional
strategies.
25%
Does not analyze
relevant facts
and data
collected.
Analyzes
relevant facts
and data
collected.
Analyzes relevant facts
and data collected based
on an understanding of
learning styles, cognitive
processes, and
instructional strategies.
Analyzes and synthesizes

relevant facts and data
collected based on an
understanding of learning
styles, cognitive processes, and
Recommends the
most appropriate
future practices that
will foster the
development of a
specific child.
25%
Does not make
suggestions for
future practice.
Makes
suggestions for
future practice.
Recommends the most
appropriate future
practices that will foster
the development of a
specific child.
Evaluates and recommends the
most appropriate future
practices that will foster the
development of a specific child.
Case Study
Reasoning and Differentiation

The purpose of this case study is going to provide the intended
audience with a thorough description and detailed information
about the ideal candidate. The ideal candidate for me is a five
year old girl named Dylan. Dylan has been emotionally and
physically traumatized by a car wreck several years ago. Even
though she partially participates in all of the classroom lessons
and activities, Dylan is unable to respond to her teacher’s
commands or requests. Dylan is in a self-contained classroom
with other exceptional children and requires extra assistance
during instructional time from her teachers. There are two
teacher aides available in the classroom setting that works
closely with the Lead Teacher (Ms. Carrington). In an effort of
providing students with a productive, positive, warm, loving
and friendly learning environment the three teachers must work
diligently together as a cohesive unit.
Upon entering Ms. Carrington’s classroom, I knew Dylan was
the one I wanted to observe and investigate her story a little
further. My reasoning for this decision came from me observing
how Ms. Carrington separated Dylan from the other students. In
an isolated area of the room, Ms. Carrington was explaining the
learning process with Dylan but to my surprise she remained
unresponsive to the instruction. Dylan’s inability to use sign
language or read lips is effecting her developmental growth.
This particular learning disability is hindering her ability to
master certain developmental milestones as well. After several
assessments and observations a team of specialists determined
that Dylan has a cognitive and learning disability that restricts
her from having an intellectual and meaningful conversation
with her parents, siblings, teachers or peers. This is a huge
indicator that Dylan may have a language delay also. According
to Web Accessibility in Mind (2013), “A person with profound
cognitive disabilities will need assistance with nearly every
aspect of daily living”. For the majority of the school day,
Dylan is receiving one-on-one instructions from her immediate

teachers. Every day for about thirty to forty-five minutes, Dylan
goes to “specials” in another part of the building for more
instructional learning. During this time frame the speech
therapist works with Dylan on language recognition and
comprehension skills. Back in the classroom, after the students
complete part of their daily assignment, they are allowed to
rotate to a different learning area to obtain more instructions
from one of the two remaining teachers. During the observation,
I noticed that Ms. Carrington had placed all of Dylan’s learning
activities on a piece of paper. According to Dylan’s IEP goals
and guidelines, she must receive extra time to complete
assignments or activities; attend daily specials to work on
developing her speech and having visual aids or assistive
technology available throughout the room. Ms. Carrington
informed me that Dylan was a visual learner and therefore, all
of her lessons must be presented in writing (handouts), pictures,
PowerPoint slides, overhead projectors, diagrams, video
recordings or on the SmartBoard.
Relevant Facts and Data Collected
Dylan’s home life consists of her mother, father, three year-old
brother and a one-year old sister. Dylan’s mother works in a
well-known dentist office as a Dental Hygienist. For sixteen and
a half years her father has been working as a military police
officer for the U.S. Army. He is currently on an assignment
overseas and Dylan has not seen him in five months. Both
parents are well educated and have several college degrees in
their predominant field of study from well-known institutions.
One would describe their socioeconomic status as middle to
upper-class. When Dylan’s mother is not working she
volunteers her time and services as a chaperone (field trips),
assist with special activities, provides snacks for the class and
she is an active member of the Sidewalk Elementary School’s
National Parent Teacher Association (PTA).
Without violating the school’s confidentiality policy, I was only

allowed to view a small portion of Dylan’s personal record. Her
teacher disclosed to me that Dylan lost her hearing when she
was three years old due to a traumatic head injury sustained by
a car accident. After surviving the unforeseen car accident,
Dylan became nonverbal and is developmentally delayed as
well. Because the elementary school has a preschool department
(More at Four), I was able to interview Mrs. Nash one of
Dylan’s former preschool teachers. I asked Mrs. Nash how was
Dylan’s personality and developmental growth before the
accident? Mrs. Nash (2015) stated, “Dylan was in a regular
classroom environment. She was a bright and talented little girl
that loved helping her fellow peers, listening to music, reading,
singing, dancing, coloring, playing with friends and dolls and
exploring her immediate surroundings”. Mrs. Nash also stated
that, “Dylan was thriving academically and she was in the
beginning stages of correctly naming colors, following and
understanding simple two to three commands, sorting, counting,
identifying recognizable objects and completing age appropriate
puzzles with little to no assistance". During the observation, it
was obvious that the injuries sustained from the accident caused
her to become withdrawn verbally, cognitively and socially.
Facts and Data Analysis
For this case study the data that was collected during the
observation played an important part for determining Dylan’s
disabilities and providing me with several alternative techniques
to modify, adapt and accommodate the lesson for other students
that have the same unique learning style and needs as Dylan.
Statistically speaking, “Children with hearing loss have delayed
pragmatic language and theory of mind skills. A related aspect
of development that is integral of these skills is social cognition
or the ability to “read” people’s emotions and intent from facial
expressions and body language” (Anderson). Because of
Dylan’s disabilities her teachers, counselors and specialists
have implemented a Response to Intervention to help facilitate
Dylan’s academic endeavors. According to Allen and Cowdery

(2015), “The Individuals with Disabilities Improvement Act of
2004 (IDEIA) permits educators to use RTI as a substitute for,
or supplement to, the previous practice of requiring a
discrepancy between ability and achievement to identify
students with learning disabilities.” It is obvious that Dylan’s
cognitive and learning disabilities and developmental growth
meets all of the qualifications and/or guidelines for receiving
modifications, interventions, accommodations as well as
receiving special education services and instruction throughout
her educational journey. The way Dylan’s teachers evaluate or
determine her academic achievement level and degree of
development is not an easy task. They are aware that regardless
of Dylan’s condition, they must properly assess her progress. In
hopes of improving Dylan’s learning experience, her teachers
have to be attentive to the circumstances related to lessons and
the type of assessments they utilize. As the observation
continued it was clear that Dylan’s teachers incorporated every
available resource to base their curriculum according to all
students learning needs and abilities.
Appropriate Suggestions and Future Practices
Prior to starting the observation and in an effort of establishing
a solid foundation for Dylan’s disabilities and learning needs I
had to pay closer attention to the teacher’s monthly curriculum,
the classroom discussion, and to Dylan’s overall strengths and
weaknesses. From what I have witnessed and the facts that were
presented, I realize that Dylan is going to need a tremendous
amount of special education services, accommodations and
modifications throughout her educational journey. According to
Anderson and Matkin (1991), “All children with hearing loss
require periodic audio-logical evaluation, rigorous amplification
and regular monitoring of their access to instruction and
classroom function”. Dylan’s teachers showed me various ways
on how they utilize certain procedures to help with developing
Dylan’s cognitive and intellectual needs. The teachers also
showed me different assessment tests used to help Dylan

achieve academically. Based on the standards and guidelines of
one of the assessment test, Dylan is not meeting her benchmark
goals and she is well below grade level. In an effort of
providing quality services to Dylan, the teachers will need to
continue assisting her with classroom projects, assignments or
creating productive ways for her to effectively communicate
with others.
For future practices, I would highly recommend that the
teachers should continue using visual aids, pictures, video
recordings and the SmartBoard to increase Dylan’s learning
ability. I think partnering Dylan with another student will be
beneficial to her learning needs. In addition, I would encourage
Dylan to point to or focus on familiar objects or things that are
located around the room. Since mom is an active participant
throughout the school, collaborate and organize with her on how
to increase Dylan’s developmental needs and understanding. A
manipulative center, modern technology, brief instructions,
repeating previously taught lessons, redirect when she start
wandering will all benefit Dylan’s learning abilities.
References:
Allen, K. E., & Cowdery, G. E. (2015). Response to
Intervention (RTI). In The exceptional child: inclusion in early
childhood education (p. 186). Stamford, CT: Cengage Learning.
Retrieved June 18, 2015
Anderson, K. (n.d.). Supporting Success for Children with
Hearing Loss. Retrieved from
http://successforkidswithhearingloss.com/nonverbal-language-
kit
Anderson, K., & Matkin, N. (1991). Relationship of Degree of
Longterm Hearing Loss to Psychosocial Impact and Educational
Needs. Retrieved June 18, 2015, from Relationship of Hearing
Loss to Listening and Learning Needs:
http://www.janemadell.com/publications/Anderson.pdf
Carrington, B. (2015, May 4). Pre-K and Kindergarten Teacher.
(T. Franklin-Wood, Interviewer)

Nash, C. (2015, May 15). Preschool-Lead Teacher. (T. L.
Franklin-Wood, Interviewer)
Web Accessibility in Mind. (2013, August 9). Cognitive:
Something to Think About. Retrieved June 17, 2015, from
Webaim: http://webaim.org/articles/cognitive/
Project Objectives
To successfully complete this project, you will be expected to:
1
Provide a rationale for studying the child and for the need for
differentiation.
2
Describe in detail relevant facts and data collected for a case
study of a child with exceptional needs.
3
Analyze relevant facts and data collected based on an
understanding of learning styles, cognitive processes, and
4
Recommend the most appropriate future practices that will
foster the development of a specific child.
Case Study Child Data
Wilson (how we will refer to him in this case study to protect
his identity) is a 6 years old African American boy currently in
1st grade.His case shows some clear developmental problems.
He has problems concentrating in class, and this affects his
academic output. The case study further reveals that he seems to
have abundant energy and is a willing little explorer. Wilson
stands out from his peers, while he seems to have restless
energy, his peers cannot keep up during playtime; play sessions

often end up in frustration and anger for Wilson. Wilson is in
foster care and a lesbian couple with a 2 year old boy takes care
of him. It is also important to note that Wilson rarely sees his
biological mother because she is on drugs and misses their
scheduled visits often.
Wilson is on medication for ADHD and is on the very low end
of the autism spectrum. He cannot focus for more than 6-8
minutes at a time, his meds need to be taken again at 11am
daily, but meds are often not given in the morning before
school, so the second dose is less effective. He is in the special
education program and pulled out twice a day once for literacy
and once for math, 45 minutes each time. He has behavioral
issues as well and will throw temper tantrums like a 2 year old.
He needs individual instructions and to be kept on task.
Behaviors & Domains
Below you will find a categorized list describing the behaviors
and domains of the child.
Gross & Fine Motor Skills
Appears awkward and clumsy, dropping, spilling, or knocking
things over.
•
LOWMILDMODERATESEVERE
Demonstrates poor ability to color or write "within the lines".
•
Language
Uses vague, imprecise language and has a limited vocabulary.
•
Uses poor grammar or misuses words in conversation.
•

Mispronounces words frequently.
•
Has limited interest in books or stories.
•
Has difficulty understanding instructions or directions.
•
Reading
Frequently loses place while reading.
•
Confuses similar-looking words (e.g., beard/bread).
•
Reads slowly.
•
Has poor retention of new vocabulary.
•
Dislikes and avoids reading or reads reluctantly.
•
Written Language
Dislikes and avoids writing and copying.

•
Spells poorly and inconsistently (e.g., the same word appears
differently other places in the same document).
•
Has difficulty proofreading and self-correcting work.
•
Has difficulty preparing outlines and organizing written
assignments.
•
Fails to develop ideas in writing so written work is incomplete
and too brief.
•
Expresses written ideas in a disorganized way.
•
Attention
Fails to pay close attention to details or makes careless mistakes
in schoolwork, work, or other activities.
•
Has difficulty sustaining attention in work tasks or play
activities.
•

Does not follow through on instructions and fails to finish
schoolwork, chores, or duties in the workplace.
•
Has difficulty organizing tasks and activities.
•
Avoids, dislikes, or is reluctant to engage in tasks that require
sustained mental effort such as homework and organizing work
tasks.
•
Loses things consistently that are necessary for tasks / activities
(e.g., toys, school assignments, pencils, books, or tools).
•
Is easily distracted by outside influences.
•
Is forgetful in daily/routine activities.
•
Math
Poorly aligns numbers resulting in computation errors.
•
Has difficulty estimating (e.g., quantity, value).
•

Has difficulty with comparisons (e.g., less than, greater than).
•
Has difficulty counting rapidly or making calculations.
•
Has trouble learning multiplication tables, formulas, and rules.
•
Has trouble interpreting graphs and charts.
•
Social Emotional
Does not pick up on other people's moods / feelings (e.g., may
say the wrong thing at the wrong time).
•
May not detect or respond appropriately to teasing.
•
Has trouble knowing how to share/express feelings.
•
Has trouble "getting to the point" (e.g., gets bogged down in
details in conversation).
•

Has difficulty with self-control when frustrated.
•
Has trouble setting realistic social goals.
•
Has trouble evaluating personal social strengths and challenges.
•
Doubts own abilities and prone to attribute successes to luck or
outside influences rather than hard work.
•
Other
Has trouble reading charts and maps.
•
Is disorganized and poor at planning.
•
Often loses things.
•
Is slow to learn new games and master puzzles.
•
Has difficulty listening and taking notes at the same time.

•
Performs inconsistently on tasks from one day to the next.
•
Has difficulty generalizing (applying) skills from one situation
to another.
•
4 pages
APA
SOURCES:5
write a case study that includes the following:
A rationale for studying this child and for the need for
differentiation.
A detailed description of the relevant facts and data collected.
An analysis of the relevant facts and data, based on an
understanding of learning styles, cognitive processes, and
Suggestions for the most appropriate future practices; what
works for this child?

Case Study Scoring GuideDue Date End of Unit 10. Percen.docx

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