KEVIN: A CASE STUDY

Kevin: A Case Study

Carolyn Elizabeth Barrette
St. Thomas University

KEVIN: A CASE STUDY

2
Three Mismatches

Among Kevins specific learning disabilities, three in particular are currently not being addressed
appropriately or effectively:
1. Specific Learning Disability (Reading) Kevin is both an auditory and visual/spatial
learner with multiple intelligences and is reading at a second-grade proficiency1. He
refuses to participate in oral reading activities (presumably there is discomfort in publicly
doing so with others who have surpassed his own reading level) yet his content
requirements currently demand he read often on the spot, i.e., during up and down row
drills, reciting directly from his textbook. This likely induces great frustration, setting
him up for embarrassment, shame, and a probable walk-out escape from the classroom.
2. Specific Learning Disability (Writing) Kevins writing skills are simultaneously at a
second-grade proficiency level (with the exception noted above). He struggles with
homework and often gives up the effort to complete it, often (if not always) refusing to
complete it. Yet, his current classroom structure demands that he complete short-answer
writing assignments in class, the unfinished portions of which he is told to finish as
homework. This is likely an additional setup for failure rather than success.
3. Specific Learning Disability (Testing) Kevins history of test-taking is not strong or
positive. He consistently fails both quizzes and tests yet current class expectations
include regularly taking teacher-designed quizzes and standardized published tests based
on textbook reading and note-taking.

Three Proposed Solutions

1 With the exception of his science and social studies texts, which show him reading at a fourthgrade level.

KEVIN: A CASE STUDY

1. Specific Learning Disability (Reading) As an auditory and visual/spatial learner, Kevin

would likely benefit from reading work that plays to his strengths rather than his
disabilities. Among the solutions brainstormed by his team, several would likely serve
Kevin optimally:
Stopping the practice of oral reading up and down the rows; choose instead to
rehearse Kevin the content he will be assigned to read. This may foster
confidence in oral reading over time, and well-serve his auditory learning

strengths.
Conducting reading assignments occasionally in choral or echo fashion may

reduce the current shame factors being triggered.

2. Specific Learning Disability (Writing) In the spirit of reinforcing Kevins current
strengths and building those still needed, he would likely benefit from the following
brainstormed suggestions:
Giving Kevin a means of homework support via a homework club, particularly
with a mix of younger and same-age students2, would likely help him strengthen
his homework completion skills and would simultaneously benefit him
emotionally, nurturing successful task management and interpersonal fulfillment

benefits.
Reinforcing the above, creating a positively-worded contingency contract
rewarding him for satisfactory homework completion (with augmented
assignments strongly suggested) would likely yield favorable results.

3. Specific Learning Disability (Testing) It is strongly recommended that the styles in

which Kevin is tested be definitively revised. Among the brainstormed suggestions, the
following are predicted to have the most benefit:
Insofar as possible, allow Kevin to test orally.
2 Kevin relates well with younger students and has strong interpersonal skills.

KEVIN: A CASE STUDY

Reduce the number of quizzes and tests he is required to take and replace these
learning experiences with alternatives, e.g., PowerPoint presentations, posters or
other visual representations.