CASE STUDY OF CHILD WITH SPECIAL NEEDS IN AN INCLUSIVE SCHOOL

DATE: NAME OF THE B.ED Student: ROLL No.:

OBJECTIVE: To be able to understand clinical / developmental and environmental issues

and concerns of a child with special needs
ACTIVITY: 1. Interact with parents / teacher / classmates / child himself / herself
2. Observe class and social behaviors
3. Review documents and school records
INSTRUCTIN: Do not use real name of the family and the child without obtaining consent
in writing.
A. BASIC INFORMATION ABOUT THE STUDENT WITH SPECIAL NEED
1. Name of the student:
Class: D.O.B: School Age:
3. Whether attended early intervention programme : Yes / No
4. Name of the student’s disability:
5. Exact date of disability diagnosed:
6. Type and degree of disability:
7. Aids and appliances suggested:
7. Does he/she possess copy of disability certificate? Yes/ No. (If yes, attach its xerox copy)
8. Did he/she attend special school prior to inclusive school-admission? Yes / No
9. If yes, state the number of years spent in special school:

B. BASIC INFORMATION ABOUT SCHOOL

1. Name of the school:
2. Type of school: govt/ municipal corporation /private/missionary
3. General socio economic standard of the students: higher income/
Higher middle class/ lower middle class/lower income/below poverty line
4. Standards available: from _____ t0________
5. Total number of students in class :
6. Medium of instruction (hindi/marathi/english/specifyothers__________________)
7. Day / residential
8. School: girls / boys/ co- education
9. Special school / mainstream school with resource unit / mainstream school without resource
unit / inclusive school
9. Curriculum: regular/adapted/ plus and which board?____

C. LOCATION OF THE SCHOOL

1. Noise free / normally accepted noise level / noisy
2. Access to public transport: Good / ok/poor
3. School bus to reach school: yes/no
4. Any rehab service in close vicinity (travelling time from school within 1 hr): Nil/special
school/clinic/center/teacher education program/vocational program/guidance-counselling
center/private coaching

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REFLECTIONS :What are your views about the accessibility of the school for students with
special needs ?
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D. ASSESSMENT OF FAMILY: Profile

AGE EDUCATION EARNING (y/n) DISABILITY?

IF yes, specify
Father
Mother
Brother
Sister
Grand parent
Other adult

1) List of others in the family: ________________________________________________

2) Family income (per month): Below 10,000 10,001 to 25,000 25,001 to 60,000above
60,001
3) Family strengths :( discuss with teachers/parents)
i)____________________________________________________________________
ii) ___________________________________________________________________
4) Family concerns:
i) ___________________________________________________
ii) __________________________________________________________________
YOUR REFLECTIONS: (your own comments / suggestions / remarks – what can be done to
maximize family involvement?)

E. CLINICAL ASSESSMENT:
AREA DATE WHERE OUTCOME
Hearing
Vision
Developmental
Intelligence
Medical
Any Other
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Description of report :( DO NOT copy paste above information. Write additional information)
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F. PERSONALITY PROFILE: How does the teacher describe the child? (friendly / lonely /
outgoing / introvert etc) _______________________________________________

Does your observation and interaction with family members support this impression of
the teacher? Reflections:
___________________________________________________________________________
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G. EDUCATIONAL PERFORMANCE: study progress reports carefully and discuss with the
teacher/parent: (write measurable outcomes (like 60%) or ‘average’ ‘age appropriate’ etc

PARAMETER Outcome of Last assessment: Outcome of Earlier to last

Date ---------------------- assessment: date: -----------------
Developmental
Areas
School subjects
Disability specific
concerned area
Socialization
Any other___________
YOUR REFLECTIONS ON Educational performance:
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G. AREAS OF CONCERN FOR THE STUDENT

Sr. No AREAS OF CONCERN YES/ NO

1. Admission to a mainstream school is a big challenge
2. The child experiences literacy concerns
3. The child has repeatedly failed in a particular grade
5. Periodic assessment that provides information about child’s current
status of performance is conducted.
6. Developing healthy peer relationships is an issue for the child
7. Avoids to get along with other children in class
8. Homework is often incomplete.
9. Communicating with the class teacher is difficult.
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10. The child with disability faces bullying, teasing and unfavourable
attitude of other peers
11. Provision of curriculum adaptations to the child
12. Provision of accomodations/concessions to the child
13 Parent guidance is not adequate

H.TICK THE RESOURCES THAT ARE AVAILABLE IN THE SCHOOL

2. DISABILITY SPECIFIC CLASSROOM TECHNOLOGY

Sr. CLASSROOM TECHNOLOGY AVAILABLE/

NO. NOT-
AVAILABLE
ASSISTIVE TECHNOLOGY FOR VISION: Aids students who are blind or have low vision.
1. Eyeglasses
2. Large-print books
3. Books on tape
4. Magnifying glass
5. Slate and Braille stylus
6. Adapted paper (e.g., raised surfaces, highlighted lines, various colors,
sizes)
7. Highlighters &Color-blind aides
8. Calculator with large keys or large display & Talking calculators
9. Braille translation software (translates inputted text that can be
Brailled)
10. Braille printer
11. Computer with speech output or feedback
12. Operating system special-accessibility options (screen enlargement,
adjustment of keyboard, sound, display, mouse)
13. Computer-screen magnifiers
14. Letter- or word-magnification software
15. Glare-reduction screens
16. Talking electronic dictionary, thesaurus & spell checker
17. Voice-output or screen-reading software & Screen readers

ASSISTIVE TECHNOLOGY FOR HEARING :Aids students who are deaf or hard-of-
hearing.
1. Hearing aids
2. Hearing aids repair service
3. Spare parts
4. Extra batteries
5. Vibrotactile systems
6. Headphones (to keep the listener focused, adjust sound, etc.)
7. Group amplification systems
8. Audio-voice amplification device for teachers
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 ASSISTIVE TECHNOLOGY FOR COMMUNICATION : Aids students who have difficulty in
communicating effectively (i.e., they are unintelligible, have no or very little verbal skills, or
have limited language proficiency).
1. Communication boards
2. Communication books
3. Eye-gaze or eye-pointing systems
4. Simple voice-output devices
5. Augmentative communication devices (visual display, printed or
speech output)
6. Text-to-voice and voice-to-text software
7. Head-pointing devices
8. ISL/ ASL interpreters
9. Tactile communication
10. Use of visual aids for communication
REFLECTIONS :Do you think this school/classroom satisfies the parameters of being ‘
barrier free’? Make a list of barriers (if any) in the school/classroom and suggest measuresto
overcome them.

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I. INCLUSIVE CLASS MEMBERSHIP AND FULL PARTICIPATION

Sr. Student participation in classroom activities Yes/ somewhat /

No No
1. The student is on the roster of and formally a member of an
ageappropriate general education class.
2. The student attends the school he/she would attend if he/she didn’t
have a disability.
3. The student progresses through the grades according to the same
pattern as students without disabilities.
4. The student is not pulled out of general education classes for
Instruction
6. Related services are delivered in typical, inclusive environments
7. There are no places or programs just for students with disabilities
8. The student participates in classroom and school routines in typical
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 locations, such as the Pledge of Allegiance, lunch, cafeteria,
playground, etc
9. The student receives the same materials as students without
disabilities, with supports (i.e., accommodations and adaptations)
provided as necessary.
10. The student attends classes with other students, arriving and leaving
atthe same time.
11. The student participates in classroom instruction in similar ways as
students without disabilities; for example: whole class discussions,
at the board, in small groups, when called on by the teacher.
12. The school accommodates the student’s sensory needs.

Write your reflections in terms of:

· Learning points:
· Recommendations about providing better support
· Generalizations about children with special needs

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