Reading Education Special Needs and Special Education Case Study

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Reading Education

Special needs and special education students have traditionally had more immediate needs in cooperative learning settings when compared to typical students. To be an effective teacher is not always as easy as telling the students to just sit-down and read. Teachers have to understand that there can be less obvious problems at hand like dyslexia, AD/HD, or English as a second language to name a few. When there are underlying issues, both the teacher and the student have to work more closely together in order to reach some desired outcome. "Teaching effectiveness is inferred from the product that was created; it is the product that is the indicator of scholarship." (Cranton, 2000)

This report aims to provide the general background information about a recently completed clinical case study. The underlying object of this case study was to assess a student with some sort of reading difficulty, set up a program to help assess and correct the problem if possible, and then to record the findings in order to evaluate either success or failure. This type of work provides many opportunities to assess personal rewards and also to evaluate intrinsic rewards one expects of him or herself. The ups and downs of teaching an individual with a specific problem or learning disability can bring to light many personal phobias and justifications in the teacher just as easily as it can demonstrate the student's or his or her parent's fears and expectations. Teaching in this kind of one on one setting can make everyone travel the full spectrum of emotions.

Risk Reward

The bottom line is that this process provided a fulfilling and serious intellectual reward for all involved. This project entailed a thorough knowledge of the reading process, the ability to demonstrate pedagogical content knowledge and utilizing specialized knowledge of the student's personal learning ability. This scenario also provided an excellent opportunity to utilize various teaching assessment tools in order to diagnosis the reading problems.

To complete the underlying work, a six step lesson plan approach was used because of the simplicity of documentation while still offering efficient implementation skills. "The six standards they propose are that the work should have clear goals, require adequate preparation, make use of appropriate methods, produce significant results, demonstrate effective presentation, and involve reflective critique." (Cranton, 2000) The case study followed this lesson plan approach:

1. Student Data, (i.e. Title, grade, functional level, etc.)

2. Materials needed

3. Objectives

4. Procedure

5. Evaluation

6. Enrichment Activities

Student Information & Interview background

The case study centered on an 8-year-old 4th grade student named Eric. M. Eric has followed a normal path from preschool through his current elementary school. According to his parents, Eric has a history of not being able to follow basic instructions and at times being labeled by teachers as too self absorbed or even selfish. This assessment seems to have been based on the fact that play times often entailed him not being able to follow social setting rules. In other words, play time meant he would take toys from other children, he was socially outcast by the other students and therefore he did not engage in reciprocal play. His self-confidence must have taken some serious mental beatings over the course of his educational life because during the initial meeting, he made little to no eye contact, his body language and verbal communication skills seemed distant.

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Eric's parents provided a psycho-educational testing result that they had requested when he was 3 because they felt, historically, that his language skills were developing 'only minimally' by that age. The results of this test showed that in several areas, Eric was developmentally delayed by over a full year across the board. He clearly demonstrated that he was a great deal more interested and skilled at visual-motor tasks such as finishing puzzles or building with Lego blocks. The doctors at the clinic that completed the psycho-educational testing felt that at the time, Eric was probably too young to be labeled as autistic but he seemed to be demonstrating autistic like behavior. Later tests revealed that Eric's real reading association problem was that he had Dyslexia.

To summarize, Eric M. exhibits behavior that can be considered to be younger than his actual chronological age; he has difficulty following instructions or simple rules; he does not participate well in social groups settings; he has demonstrated temper tantrums and frustration during these abnormal social peer interactions; he has been diagnosed with Dyslexia.

General problems and materials needed

Eric M. needed to learn how to read. "Of all the things that children have to learn when they get to school, reading and writing are the most basic, the most central and the most essential." (Bryant & Bradley, 1) Reading and writing are not just academic skills, they are the foundation and means of shaping the way a child learns to think and how he or she learns to interact with society as a whole. There is an obvious connection between exposure to the written word and the ability to formulate and to learn new words. Eric's dyslexia was going to affect all aspects of his life if this particular problem was not properly diagnosed, addressed and eventually corrected to the fullest extent possible.

By allowing Eric to read several early readers in a controlled environment and with no other external distractions, it was clear that he had several weaknesses. By listening closely to his reading, it was obvious that he was having trouble with some simple two syllable words. "By second grade his basic tools for reading should be in place. In particular, second grade should see the emergence of a child's ability to read easy multisyllabic words such as rabbit, butter and sleepy." (Shaywitz, 113)

Other shortcomings ranged from his trouble with sounding out unknown words, he made many common reading mistakes in the areas of both phonics as well as assumptive reading, he needed to greatly increase his vocabulary, he would need help with basic sentence context and understanding and he also needed to learn new study skills so that he could apply any new reading or learning techniques into future educational ambitions.

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