DIFFERENTIATION

CASE STUDY
ASSIGNMENT
Clara Ryan

SEN: SPECIAL EDUCATIONAL NEEDS
A child with special educational needs shall be educated
in an inclusive environment with children who do not have
such needs unless the nature or degree of those needs of
the child is such that to do so would be inconsistent with
The best interests of the child as determined in
accordance with any assessment carried out under this
Act
The effective provision of education for children with
whom the child is to be educated.
SPECIAL EDUCATIONAL NEEDS
Assessed Syndromes
Autism/ Autistic spectrum disorders
Dyspraxia
Emotional Disturbances and/ or behavioural
problems
Exceptionally Able
General Learning Disabilities
Specific Speech and Language Disorders
Physical Disabilities
Sensory impairments
Specific Learning Disabilities




DIFFERENTIATION

DIFFERENTIATION
Applies to all students
in the class room.
Students with
disabilities, low abilities
and exceptionally gifted
students.
SENSORY AND/ OR PHYSICAL NEEDS
ARE DIVIDED INTO FOUR CATEGORIES:
Hearing Impairment (HI)
Visual Impairment (VI)
Multi- Sensory Impairment (MSI)
Physical Difficulties (PD)

VISUAL IMPAIRMENT
Definition: Visual impairment refers to a range of
difficulties including those pupils with monocular
vision(vision in one eye), those who are partially
sighted and those who are blind.
Pupils with visual impairment cover the whole ability
range and some pupils may have other SEN.
RECOMMENDED STRATEGIES
Place student near the door for ease of access and exit.
Provide enlarged copies of text.
Do not stand with your back to the window.
Keep the floor clear of clutter.
Inform student of changes of layout to the room.
Familiarise yourself with students specialised equipment.
Have high expectations.

PHYSICAL DIFFICULTY
It has not been diagnosed however student presents
similar traits to someone who has cerebral palsy.
Student displays Ataxia and stiffened muscles.

STUDENT PROFILE
Age: 15
First year student
Subjects: Art, History,
English, Maths, Home
Economics, Geography
and Religion.
Attending Resource:
3 hours a week



STUDENT PROFILE STRENGTHS
Very open minded and willing
to take on new tasks.
Great attitude
High concentration level
Interest in soccer
Likes maths and art
Excellent attention to detail in
3D work
STUDENT PROFILE LEARNING
NEEDS

Literacy: Spelling/ Writing /
Vocabulary.
Social Skills are poor with
peers.


STUDENTS EQUIPMENT: OPTI VERSO
Portable video magnifier
Magnifies text from books
and white board
Costs 1,600 euro
It is kept in the school
Can be difficult to use
FOCUS FOR PROJECT
Curriculum link: Craft
Curriculum: Design and
create a 3D shoe
3D craft work:
constructing a shoe based
on an environment.
SCHEME
Aims:
Student will be able to

Identify and describe the work of Izhar Gafni and Chris
Glimmer
Anaylse their work; comparing and contrasting it to work
created to the classroom.
Create a well-designed model of a specific functional
purpose built shoe.
Improve awareness of easily discarded materials and
realize the possibilities of recycling.
Show a willingness and openness in their approach to
the design brief.

INDIVIDUAL LEARNING OUTCOMES
Student will be able to.

Demonstrate the ability to draw from imagination.
Write about features the shoe will possibly contain.
Develop design skills by creating a functional shoe
tailored to the shape of his foot.
Utilize problem solving skills when constructing with
cardboard.
Improve social skills working effectively with peers within
group activities.

RATIONALE
STUDENTS DESIGN WORKSHEETS
STEP BY STEP INSTRUCTION
3D PRACTICAL WORK
Student developed an
understanding very quickly.
Traced his foot accurately
leaving a space between his
foot and the cardboard.
Sole construction was tedious
as it consisted of layering and
cutting several layers of
cardboard.


SHOE CONSTRUCTION
SHOE CONSTRUCTION
Students attention to
detail was immaculate.
He used
experimentations from
his swatch sheet.
PROGRESS
Student arrived at this point at the beginning of the
third week.
Student continued construction on a second shoe
and elements to accompany it.
CREATING ELEMENTS TO
ACCOMPANY DESIGN

STUDENT CREATED A CARDBOARD WATER
GUN AND A BOW


LAPTOP COMPUTER
Student personalised his project by creating a tablet
computer.
FINISHED PIECE
SCHOOL WEBSITE
Student experienced the achievement of having his
work displayed on the school website.

TARGET OUTCOMES
Designed and created a functional shoe based
on one environment.
Experimented with cardboard, manipulating its
form and texture
Created two features to accompany his shoe
Interacted with peers in a group activity

OBSERVATIONS AND CONCLUSIONS
Students confidence in his work improved
significantly.
Students strengths lie primarily in 3D practical work.
Student became more integrated into the class and
his peer group.
IDEAS FOR THE FUTURE
Extended group work
Cross-curricular work
More literacy activities
More liaisons with SNAs
Continue research, developing my knowledge basis


"If youre not prepared to be wrong, you will never
come up with anything original."

Sir Ken Robinson
BIBLIOGRAPHY
Carey, D. (2005), The Essential guide to Special Education in Ireland,
Dublin: Primary ABC
Clark et. Al (1997), New Directions in Special Needs: Innovations in
Mainstream Schools, London: Cassell
Curry, G. and Earle, K (2005), Meeting SEN in the Curriculum: Art,
London: David Fulton Publishers.
Lerner, J. (2006), Learning Disabilities and Related Disorders:
Characteristics and Teaching Strategies, Boston: Haughton Mifflin
Lovey, J. (2002), Supporting Special Education Needs in Secondary
School Classrooms, London David Fulton Publishers.
Tomlinson, C. (2000), Leadership for Differentiating Schools and
Classrooms, Virginia: Tomlinson and Allen
WEBSITES
http://www.asti.ie/
http://www.sess.ie/categories
http://www.ascd.org/publications/books/100216.asp
x
http://www.ncse.ie/
http://www.oireachtas.ie
http://www.youtube.com/watch?v=iG9CE55wbtY