Beruflich Dokumente
Kultur Dokumente
Seja L. Gamble
Kayleen Gonyon
Molloy College
EDU 572
Author Note
Abstract
The classification of Emotional Disturbance one or more of the following characteristics over a
prolonged set of time. Either of these characteristics can disrupt the social, physical, and
psychological bearing to the students progress and growth. The individual may struggle with the
inability to learn based on intellectual, sensory, or other health factors. Social patterns and
relationships with adults and peers alike can suffer due to inability to control inappropriate types
with this classified under Emotional Disturbance may also battle moods of unhappiness,
depression, or anxiety and may develop physical symptoms or fears associated with personal or
school problems. Student T is a 9-year-old who is classified under ED. Student T is a special
case because not only is classified under ED, but has major health issues that has affected the
social, home, and school progress. The student has struggles with abstract concepts, word
Student T comes from a loving and very involved family that exemplifies the concept of
going over and beyond for the success of the student. Student T is fourth grade student
classified under emotional disturbance however, the validity of the students classification is a
topic in question. According to the recent IEP, the school has the student classified under ED yet
a psychologist from a respective institution states the child exemplifies characteristics under the
Autism Spectrum with bouts of anxiety and depression. The separate reports from both
institutions presents a conflicting situation for all parties involved with student T. Student T has
had many surgeries which has affected the childs growth in the home and school setting.
Student Ts number of surgeries has brought forth a history of absences in the school and has
placed a delay on the students growth academically and socially. After a major surgery student
T, experienced an infection which require for another long absence from school as well as
For the most part, Student T can interact with adults and students alike but experiences
hardship when situation may not go the way the student would like. When things are out of
Student Ts control, the comfortability of the situation may trigger reactions that can be
under the Autism spectrum. Albeit the child showed no signs of comfortability during the
multiple tutoring sessions with the adults, the question of comfort among peers is another topic
for this situation. The accommodations recommended for Student T in a school setting shows
the integration of an inclusive classroom with Co-Teachers twice daily for a total 40 minutes.
Student T receives occupational therapy, three to one setting, twice every six-day cycle as well as
small group counseling, once every six days, for thirty minutes.
STUDENT T CASE STUDY 4
When testing, Student T receives special accommodations which creates for a less
stressful setting for the student. Regarding Student Ts Full-scale IQ test, according to the Wisc-
IV, the student fell within the average range at the 25th percentile. Student Ts score was equal or
Student T is a friendly child and has a range of interests which includes Anime and The
Littlest Pet Shop. Student T is a very creative and uses that creativity to introduce in-depth
stories that showcase the ability to attach emotions involved in the situation. Student Ts ability
to tell stories and connect emotionally with situations conflicts with the psychiatrist classification
of autism due to the clear understanding many students under the umbrella of autism struggle
with identifying certain emotions. Student T loves music and dancing and singing who overall
delights in creativity.
Student T is an avid fan of stories and reading which serves as a relative strength.
Currently reading at the beginning of the third-grade level, Student T enjoys reading fiction
stories. Student T shows strong engagement in activities associated with reading, however there
are areas in need of improvement. Student T is in need of strengthening the sight word base and
the ability to decode words. While reading a passage, and an unfamiliar word comes to attention,
Student T at times may hesitate and wait for a prompt from the adult support to help decipher the
word. A relative strength for student T is the ability to comprehend readings well after listening
to them. Student T can listen to give full attention to the adult support and comprehend a story
Student T enjoys writing and places an emphasis on creative writing and drawing. When
given the opportunity, Student T can create and construct her own ideas in an organized, and
STUDENT T CASE STUDY 5
detailed paragraph. However, Student T struggles with writing from informal assignments which
constricts the creative aspect for the student. Regardless, of writing a creative or informal
assignment, the student shows difficulty with writing mechanics and spelling as well as
Student T demonstrates Mathematical skills below grade level and struggles with abstract
concepts, and foundational skills. Student T shows strength in adding two digit equations with
and without regrouping and can subtract basic number sentences using manipulatives or visual
representations of the problem. Student T struggles with place value and has a challenging time
recognizing which side to work from when working out an addition and subtraction number
In the school setting, student T may have trouble focusing and because of that redirection
would be required throughout the day. Student T does not work well under pressure which
triggers anxiety, so accommodations are created for the student to have extra time to complete
the assignment. At times student T may become frustrated and need adult support to intervene or
While working with student T, it was important to focus on the ability to decode words,
improve foundational mathematical skills, and sharpen writing mechanics when creating short
stories. When creating the learning strategies and interventions for the student, our hope was to
create a relaxed atmosphere for the student which would enable the child to focus on the three
Intervention1
During our time with student T, albeit short lived, we decided to focus on the basic
foundations of Mathematics: addition and subtraction and for ELA: identifying the four types of
sentences and punctuation. In our introduction session, Student T could introduce herself and
create a word cloud using ABCYA.com. This application or website allowed for the student to
find words that catered to their liking and use that as a way of expression for themselves. The
Word cloud was a great introduction activity. Sadly, Student T came late to the session and did
not have as much time as the other students. Another task at hand was for the student to fill out a
two surveys that would cater to the students learning style and multiple intelligences. These two
surveys would help create and gain an understanding of the student and their strengths regarding
learning. After a while, both tutors began to recognize the student did not do so well with taking
surveys. The student would answer anything, and later become frustrated and anxious. The
survey no longer was fun for Student T and became. We hoped to use each session to take things
slow and to cater to one subject at a time. The goal was for student T to take the time necessary
and needed for the subject, as well as create a fun-loving environment that required no triggers of
stress.
We began session two hoping finish the multiple intelligence survey but found that it
became overwhelming for student T again. This prompted us to move the next station of
Addition and subtraction war. For math, we centered on single digit addition and subtraction
number sentences. The first activity was addition and subtraction war. This activity allowed for
the student to play the game of war using game cards but the catch was for student T to quickly
add and subtract the two cards together. We found that the student had a tough time with
producing an answer, when not using visual manipulatives and under a timely manner. The tutors
then took away the idea of it being a competition but found that the student still struggle to find
the solution to the problems. Student T was then given a four-problem single digit number sheet
that focused on finding the sum and difference of a single digit number sentence. Student J used
oversized numbers and a large cardboard which allowed for the student to have visual
representations of the problems and physically to move numbers around to find the solution. The
focus of this activity was to allow for the student to identify place values of numbers.
Session three was a continuation of the previous session and began with a game of
Quizziz. The Quizziz activity was a pretest activity which allowed for us acquire formative
assessment on Student Ts progress. The tutors helped with the first two question on the test and
placed an emphasis on the use of physical manipulatives so that Student T could physically work
out the problem. The program allowed for extended time and if the timer ran out, it stayed on the
page until the child could work out the problem. When working with single digit number
sentences, student T began to make huge progress using the manipulatives and the Pre-and Post-
test showed almost a consistent score on each attempt. Student T was then given a four-problem
single digit number sheet that focused on finding the sum and difference of a single digit number
sentence. Student T used oversized numbers and a large cardboard which allowed for the student
STUDENT T CASE STUDY 8
to have visual representations of the problems and physically to move numbers around to find
the solution. Student T begin to move quickly with each problem understanding step by step of
what to do. The tutors initially had to prompt student T with each step but were then able to sit
back and allow the student to work out the problem independently. The student then participated
in the activity Build a masterpiece. The tutors would spread the multicolored addition and
subtraction single digit number strips on top of a charted poster board. The strips would be
flipped over so student T wasnt aware of which type of problem to will choose. Using Lego
blocks, Student T would choose a strip and work out the problem to find the solution. After
Student T found the solution, then the student would grab whatever the number of Legos in
accordance to the solution and build the masterpiece. Student T enjoyed this activity because
it was not only solving math problems, but it allowed for the student to create whatever they
desired.
Each session had its own highlights and hardships, however session four was a lot more
challenging in terms of math. The previous session, Student T had progressed so much, that the
tutors decided to work on adding and subtraction double-digit number sentences with
STUDENT T CASE STUDY 9
regrouping. The importance of furthering Student T understanding this topic alone, was a
challenge, but we wanted to see how much Student T would be able to obtain. Student T and the
tutors each took turns rolling a life-size box. Each side of the box had familiar images from
student T s favorite show Soul-eater as well as four distinct categories to choose from.
Student T then rolled the box and waited for it to land on a category. After it landed, Student T
searched out the correct category and answered the problem. We incorporated word problem,
single digit, double digit, and allowed for the student to create a new problem however desired.
We moved forward to the next activity in the session, another game of quizziz that was
set up the same as the previous session but focused on double digit number sentences. Student T
had a tough time working out the problems because it would require the use of a copious
amounts of manipulatives for each problem. The Student T realized the question was timed and
began to get very restless. We reassured the student that even if the timer ran out, the problem
would be still be on the screen and to take their time and finish but the student found it hard to
continue with the pressure and the student shut down regarding math for the day. We decided to
sit and talk and pass around a beach ball as we discussed future events of the week. After Student
T relaxed, we began on ELA segment and spent 15 mins on the topic along. Student T flew
though each activity, demeanor changed completely for the positive. The student then played Red
Light, Green light using Flash cards that focused on the four types of sentences: Interrogative,
Imperative, Exclamatory, and declarative. We adjusted the game so that when playing against
your partner each would have a turn to take a step forward after guessing the correct answer. We
tried to make sure of reassuring the student that nothing is a competition between any of the
Session five was a continuation of the ELA activities beginning with a quick video on
brain pop followed by a quiz on the correct sentence types. We then moved to the smart board
and played a quick game of kahoot and unlike the previous instance with the quizzes on math
number sentences, Student T soared through the game for the Pre-and posttest. In continuation
with the smart board, the student then opened a program on SMART exchange that also
reinforced and broke down the four types of sentences. Lastly, Student T and tutors played
another round of Red light green light using flash cards that will help students identify the four
types of sentences.
Session 6
STUDENT T CASE STUDY 11
The last session was a bit of a challenge due to the previous math session and initially
student T tried to avoid everything with math until the use of the Littlest Pet Shop 3-D
manipulatives. We went back to single digit addition and subtraction number sentences and used
the LPS manipulative to gage Student Ts attention. We used the large numbers and card board
to reinforce the problem and place an emphasis on the placement of each number when solving
the problem. Student J began to open to math again after a moment of anxiety. We then used
chatter pix as a medium since the student did so well working out the problem. The student could
create a video about whatever the student desire. The Last activity was called unlock the code
and this game feature student Js favorite show soul eater. Unicode the Message Soul-eater
mystery puzzle allowed the tutors to bring a premade Games board and Question cards that
consisted of word problems that will help reveal a secret message. The gameboard will have each
character from the show soul eater. On the bottom of the character face will be a double-digit
number sentence. The solution to the sentence as well as two words from the message will be
located on the back. The questions will not be in an order, Student T would be able to choose
whichever question and then after obtaining the scrambled answer, the student will unscramble
the words and figure out the answer. Student T did very well in the game and completed the
ChatterPix
Video.mp4
puzzle with ease.
STUDENT T CASE STUDY 12
Summary/Results
For the most part Student J thoroughly enjoyed their time in the program and barely
expressed disappointments in the activities. It was important to create activities that catered to
the interest of our student. It was important for us to place emphasis on confidence, support, and
reliability as we worked with this individual. The background of this child alone shows the
hardship and resilience that this child goes through. Our number one goal was to create an
environment where the child would enjoy themselves. We would recommend a less competitive
environment and when working with math, to continue to use visual representation and
manipulatives to work out the problems and extended time to complete tasks.
STUDENT T CASE STUDY 13
Summary
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