Current Performance

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Case Study

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Current Performance

To understand the activities this case study is about to undertake, one needs to have a clear understanding of the student under evaluation, as well as, the methods and procedures for assisting this student in dealing with his problem. Throughout the study, the student in question shall be referred to as X, as a way of hiding their true identity.

Abilities and Support Needs

The student under study is an 8-year-old female who is currently suffering from dyslexia. She attends a public school and because of her ailment, is forced to spend 50% of her school day in self-containment. Her teachers have decided to put her under self-containment because she is a slow learner, and for that reason, cannot study in the same classroom as her fellow classmates. As her teachers explain, she has a developmental reading disorder that affects the normal learning process for her. This disorder has affected the student so much that she has developed additional behavioral problems, to her inability to progress in her education (Bradford, 2009). Her performance has been stagnant from her first exposure to learning, illustrating that she is not meeting her educational goals as expected.

Past Experiences

Based on the information provided by her teachers and educators, we are made to understand that her problem was first recognized in her first class, and she could not engage in simple learning activities like her fellow students. She has a problem with reading, and has trouble recognizing written words. She also has trouble engaging in simple rhyming activities that are part of the learning process for children her age, and cannot make meaning and ideas of simple sentences.  This has, in turn, affected her overall learning experience and outcome, especially in language and linguistics.

IEP Appropriateness

Having established that student X is a special needs student, there is need to develop an individualized education program (IEP) to assist this student in achieving their educational goals. Because student X suffers from dyslexia, the IEP will facilitate the attainment of the student’s educational goals much faster than she otherwise could.

Goals and Objectives

The goals and objectives of this IEP case include:

  • To ensure that student X meets her educational goals by the end of the year. This will be evaluated through the performance of other students in her class.
  • To dissuade the behavioral problems that student X experiences and improve the social skills of student X.
  • To ensure an improvement of perpetual skills in student X, allowing the student to read and understand what she is taught in class.
  • To train Student X’s educator on the different instructional methods that they can use to help student X attain her educational goals and objectives.
  • To restructure the regular class curriculum so that it accommodates student X, allowing the student to mix with the others, hence building on her social skills.

Educational Standards

The goals and objectives of this IEP are also aimed at improving the educational standards of the school where student X studies (Bradford, 2009). The relation between the goals and the standards is both theoretical and practical. Theoretically, the goals and objectives will assist both the student and her educator in reaching their individual, set standards for education.

Environmental Demands

To, successfully, implement this IEP case, there are various environmental demands that need to be met, in relation to the classroom setting and the activities to be carried out during this process.

Classroom Arrangement

The classroom arrangement in any IEP case is very crucial for the success of the program. It is through a proper classroom arrangement, that the instructor can effectively, and efficiently, teach student X to ensure educational success. Student X needs to be placed in a classroom that is not too congested and not too spacious to distract the student during learning. Additionally, the arrangement will be in such a way that facilitates group-learning activities such as reading and spelling (Bradford, 2009). This will assist student X in improving their social skills, as well as, reduce her behavioral problems. She will also be allowed to seat at the front of the class so that her instructor always keeps an eye on her during lessons. Large alphabetical writings and other language writings will be hanged around the class so as to familiarize the student with the alphabet and decrease the possibility of memory loss in student X.

Activities Schedule

Because student X has a learning disability, the activities taking place will not be any different from the normal activities in the classroom. This is because, the aim here is to help X reach the same educational level as the rest of.............


Type: Essay || Words: 1672 Rating || Excellent

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