VIEWS: 6 PAGES: 4 POSTED ON: 12/11/2011
Case Study Evaluation Instruction Sheet Class members will work in groups to prepare an evaluation of a case study in mild disabilities. Information about a specific student in each of the disability categories covered in the course will be presented, based on information provided by the instructor. A summary of the student’s background will be required, along with key characteristics, diagnostic justification, instructional recommendations and suggestions for intervention. There will be an individual and group component to the case study evaluation. The rubric for this assignment provides more detail for each element of the assignment. The case study evaluation has several components, and the following guidelines will facilitate your completion of the group and written work. Part I: Defining Your Group At the beginning of the semester, you will sign up to be in a group for the purpose of completing the case study assignment. During the course of the semester, there will be time allotted in class to work on the case study evaluation. While the student outlined in your case study may have a disability that we have not discussed in class yet, there are elements of the case study that you are able to work through throughout the term. Please note the following before you get started: 1. When you sign up for your group, please note who else is in your group, and get to know one another, if you don’t already. This will help in establishing a solid, collaborative unit. 2. It is recommended that each member of the group take a “role” that is specific to one aspect of the process and the product. In other words, group members may choose to be in charge of organizing meetings, taking notes, doing research, etc. Similarly, group members may choose to take responsibility for individual parts of the written evaluation. Be sure, however, that you each read the others’ work before putting the final product together. This will help to minimize redundancy. 3. Take good notes and keep good records of when you meet and what you do at each meeting, including group process time in class. This will go into your individual reflection at the end of the project (see grading rubric). When you meet, note both what other group members did, as well as your own contributions. I am mostly interested in what you perceived YOU contributed to the process and the product. Part II: Identifying Key Characteristics To begin the process of completing the evaluation, you will want to understand your student. Read the case study thoroughly, and note any key information that you believe is relevant to the case study. Just as with math word problems, there is information in the case study that may be irrelevant to your analysis of the student. Then, write these characteristics/demographics in a short narrative to introduce your case evaluation. 1. Note the key information about the student that is relevant to your case evaluation. Once you begin writing it up, you may decide that some information that was initially thought to be important is not, and some that you initially thought was irrelevant now is important. Keep these concepts in mind. 2. Keep this section relatively brief. It should not duplicate the “Strengths and Needs” section of your paper. Part III: Strengths and Needs The foundation for most IEP’s is a clear statement of the “present level of educational performance (PLEP).” This section of your analysis will state the student’s strengths and needs in both academic and behavioral contexts. 1. Identify all relevant strengths and needs in the three primary content areas, writing, reading, and math. 2. give all supporting detail that is available in the case study evaluation, such as scores, grade equivalents, teacher or parent observations, etc. 3. List and describe other academic strengths and needs, as appropriate, such as those related to other content areas (e.g. social studies, science, health, art, etc.). 4. List all social, emotional, and behavioral strengths and needs identified in the case study. Again, give any appropriate supporting detail to describe or explain these strengths and needs. 5. Be sure to list needs AND strengths. Part IV: Eligibility This section is the core of your written evaluation. Most of the remainder of the written assignment revolves around what you determine here. You will use the information provided in the case study, including the information identified in the Student Demographics and Strengths and Needs sections, to help you establish a diagnostic classification for your student. This “diagnosis” must be well-founded and justified, using qualification criteria discussed in the text and in class. You must be thorough and critical in your evaluation of the student’s eligibility for special education services. All students qualify, and it is just your task to develop an argument for their classification. 1. Carefully review your student’s strengths, needs, characteristics, and any other relevant information, to find connections with IDEA qualification criteria. 2. narrow your diagnosis to one or two possibilities, based on this review. 3. Carefully and completely list the qualification criteria, as discussed in class and in the text. 4. Identify specific information from the case study that supports your diagnostic choice. For example, if a criteria is that the student must demonstrate deficits in at least two adaptive behaviors to qualify for a classification of mental retardation (intellectual and developmental disability), what evidence is presented in the case study to support this aspect of your diagnosis? Note that not all evidence needs to come from a standardized assessment. You may make professional judgments, based on information presented in the case. 5. For each aspect of qualification criteria, be sure to include evidence that supports it. 6. Note where you found your qualification criteria. It may be useful to use APA in- text citation formats for this. Part V: IEP Goals After you have established what the student’s strengths and needs are, you will identify three academic goals for your student. These goals must be directly related to the Arizona academic standards, and should state the student’s name, what behavior/task you expect them to accomplish by the end of the year, and under what conditions, if appropriate. Example: By the end of the year, Mark will write a personal narrative in which content and details are well-suited to audience and purpose. (Language Arts, Strand II, Concept 1, PO 2, 6th grade). Your choice of goals must be clearly connected with the student’s identified needs, as discussed in that section. Please provide a justification in the IEP goals section, rather than relying on evidence presented earlier in the paper. This will facilitate the reader’s connection. 1. Use the needs identified in your evaluation to form a foundation for identifying appropriate goals. 2. Review the Arizona K-12 Academic Standards to find relevant standards to address the student’s needs. A link is provided in the Vista shell to access these. 3. Identify at least one academic goal for each relevant area of need. Write your goals in the format suggested above, including a clear reference to the standard. 4. Provide a clear and concise explanation for why you chose this goal, citing information about the student that led you to pick this performance objective, in particular. In other words, why is this goal more appropriate than another skill from Strand II, Concept 1? 5. If appropriate, you may also choose to identify a behavioral goal. I recommend searching in the Workplace Skills standards for relevant strands on which to base your IEP goal. Part VI: Interventions You will identify interventions designed to support the student to success, given his or her strengths, needs, identified goals, and personal characteristics. You may choose two different approaches to accomplishing this. The first is to identify strategies to universally-design the classroom or school environment to enable the student’s success. This approach must demonstrate a solid understanding of universal design, and should directly address the needs and goals identified in your evaluation. The other approach, which is just as valid, is to identify accommodations appropriate to the student’s needs and goals. Accommodations, as discussed in class, are changes to the way the student accesses the curriculum, not how the curriculum is changed. In either case, you will also need to provide justification for why you believe your universal design adaptations or accommodations will accomplish your intended outcomes. You must address both academic and behavioral barriers with your intervention strategies. Five academic interventions are required, and three behavioral. You will note that all students have identifiable behavioral challenges, even if they do not have an identifiable emotional or behavioral disorder. Universal Design Option 1. Identify what issues or barriers are inherent in the environment that might impede the student’s progress, given what you know about the student’s strengths and needs, the goals you have chosen, and the student’s characteristics. 2. Formulate strategies for how you can adapt the environment to alleviate these barriers, for the student and for other students. 3. Justify why you believe these strategies will help the student, and how they relate to the identified needs, goals, and characteristics. Accommodation Option 1. Identify what the student’s specific needs are, and how they may impact the student’s progress toward the identified goals. 2. Identify appropriate accommodations to help the student overcome the needs or expected challenges. Be aware of the difference between accommodations and related services. For example, a one-on-one aide is not an accommodation, she is a related service. 3. Give a rationale for why you believe your chosen accommodations will work. Part VII: Additional Observations While this is not necessarily a separate section of your paper, I am looking for you to demonstrate some critical thought and insight with regard to the case study. Each case has information that may be interpreted in different ways. For example, is there anything that you might consider as potential implications of a student with recurring headaches? The depth of your insight into such information will determine the strength of this element of your case study. 1. As you evaluate the case study, explore information that may have multiple interpretations or implications. This is not to suggest that you should have multiple diagnoses for your student. Rather, look for potentially meaningful details that could help you to gain a better understanding of your student, as a whole. 2. As a group, hypothesize some thoughtful estimations for the meaning of such details. Please note that not every single detail is necessarily relevant for this element of your case study evaluation. 3. Provide some well-founded supports for your hypotheses, giving logical and well- rounded arguments to support them. 4. Again, this is not necessarily about quantity of hypotheses, but rather about the quality and depth of your insights.
Pages to are hidden for
"Case Study Evaluation"Please download to view full document