Group Activity

EDUC - 5270
Phase 1
Student Profile

Name: Candy Li
Age: 4 years
School: Bilingual Chinese Kindergarten
Diagnosed impairment: Mild hearing impairment
Background

Candy is a 4-year-old Chinese student who attends a bilingual kindergarten that teaches subjects in
Chinese and English. At a young age, Candy suffered from chronic ear infections, which caused her to go
partially deaf in both ears. She was fitted with hearing aids at the age of two, which have helped improve
her hearing slightly, but she still needs visual aids to help her learn content. She also has the ability to
read lips. Candy has started to fall behind in her grades due to instruction that doesn’t take into account
her needs. Teachers at her current school lack the training to accommodate Candy's needs, which is
affecting her academic achievement. She also faces challenges socially.
Academic and Social Strengths

Candy is a bright and active student who is also a quick learner and has the same cognitive ability as her
peers. One of her strengths is being able to drown out background noise, which helps her focus solely on
instruction. Candy's preferred learning preference is visual instruction, and she has become an excellent
visual learner. When content is delivered using different visual aids, she excels and performs better than
the majority of her peers.
Candy is a happy, active student who loves spending time talking to her friends and teachers when given
the chance. Despite her hearing impairment, she has a strong will to succeed in her studies and shows
great resilience and a positive attitude towards learning.
Academic and Social Challenges

One of the biggest challenges is that if there are no visual aids to help deliver the content or she is seated
too far away from the teacher, she has trouble following what is being taught because, due to her hearing
impairment, she has trouble hearing the teacher and takes longer to process information. A challenge she
faces is participating in group activities or collaborating with other students. She can struggle to
communicate effectively with her peers and is hesitant and embarrassed to ask them to slow down or to
ask for help. Socially, Candy is good most of the time but sometimes feels left out and can become
frustrated with herself and others when she struggles.
Conclusion

Candy is a bright, active student who is focused and loves learning. With the right accommodations that
take her needs into account, she will not succeed, but she will excel in her studies
Accommodations and Modifications

For students with learning disabilities, the right accommodations and modifications can be important to
school success and IEP goals. ECACorg, (2016). As Candy does not have an intellectual disability and
has the same cognitive ability as her peers, making the adaptations to meet her needs will make it an
inclusive learning environment where she is given an equal opportunity to learn like her peers.
As Candy has proven to be an excellent visual learner, introducing more visual aids will assist in her
learning. These could be in the form of diagrams, charts, pictures, or the use of powerpoints, interactive
whiteboards, and T.Vs. As noted in Holzichter, (2015), another way to help meet the needs of students
with hearing impairments, is the use of closed captions or subtitles when watching television.
One of the most important adaptions a teacher needs to consider is the seating arrangement. If a student is
seated too far away from the teacher it will make it hard for them to hear and also read the teacher's lips.
It is important to seat the student closer to the teacher and free from anything that will obstruct their
view. It is also important to take into account that Candy has Hearing aids and seating her under an Ac or
fluorescent light can cause unwanted feedback in her hearing aids. If the aim is group discussion it is
more effective to seat the class in a U shape so she is facing not only the teacher but her classmates
which makes it easier to follow and communicate.
Students with hearing impairments need more time to process information than regular students,
(Holzitcher, 2015.) So, it is important for teachers to speak clearly and regularly repeat important
information so students with hearing impairments have time to process the information. It is important
for teachers to create order in the classroom and to take turns speaking, especially during discussions. If
every student is trying to speak at once a student with a hearing impairment can become overwhelmed
and it is impossible for them to follow the conversation
Even though Candy is good at drowning out background noise it is still important to make
accommodations to reduce background noise as much as possible. This can be achieved by seating her
away from windows in case of noisy traffic, moving her away from noisy and disruptive students, or
simply closing the classroom door as school bells and other noises can make it hard can distract her and
make it hard for to follow what is happening in the classroom.
It is important to not turn your back to a student’s when talking as it directs the sound away from them
and takes away the ability for them to read the teachers lips. Students with hearing impairments receive
information from someone directly speaking to them. The don’t gain incidental information like regular
student which causes them to miss out on up to 90% of information the regular students get.\.
(Holzitcher, 2015). Instead face the student and speak clearly while facing the student, so as they can
follow you more easily.
Phase 2
Student Profile

Name: Josh Stevens

Josh is a grade 4 student who attends a public primary school and was diagnosed with
ASD level 2 at 3 years of age. this requires him to have substantial support in
the classroom as his ADS manifests itself in many different ways, such as
repetitive behaviors, and struggling to focus which affect his learning
outcomes. Josh's parents are very supportive of him and often communicate with
the school and teachers to help him achieve academically and throw their full
support behind Josh.
Academic and Social Strengths

Despite being diagnosed ADS Josh has a unique set of skills and talents. He showcases
excellent memory for facts. He also has very high levels of motivation for
subjects and tasks that are of interest to him such as art and music. He shows
great attention to detail which helps him excel in some areas, and also shows
good problem-solving skills, and brings a unique perspective to the classroom.
Socially he loves sharing his fascination and enjoyment with certain topics and
has a unique sense of humor
Academic and Social Challenges

Although Josh has many strengths he also suffers problems associated with his ASD. One challenge is
his repetitive behaviors. If a task or activity's end time is not defined he can find himself repeating the
task, other repetitive behaviors are Repeating himself verbally, or at times pacing up and down the
classroom. If Subjects are not of interest to him he can easily lose focus and lack motivation
to complete tasks. Socially Josh struggles at times and this is most noticeable
during playground time and if there is a sudden change in his environment.
An example would be when transitioning to a new classroom which
Can cause anxiety and stress.
Adaptations

Repetitive behaviors are common challenges that students with ASD will face and can cause a student's
academic achievement to suffer. There are adaptions or strategies that a teacher can implement to give
students a better chance of succeeding in their studies. As noted in (Larkely, S., (2006), Visual supports
such as visual schedules, or visual timelines can help students with ADS become aware and helps them
keep track and predict what activity will come next. These can be as simple as a poster with
daily routines or a student diary.
Ways to help improve a lack of motivation or interest is to use positive reinforcement in the form of
feedback/rewards. Rewards can be anything from verbal praise to creating a reward system where
students receive stars or other kinds of rewards for being active in tasks. It's important to try different
rewards and to change them frequently so that the student doesn’t lose interest. By giving positive
feedback on their strengths and achievements you are helping students with ADS build self-efficacy and
in turn maybe be open to try new things.
In dealing with anxiety and stress
it's important to teach students strategies to help calm themselves such as
going to a quiet place or doing activities that calm them such as reading their
favorite story or listening to music. As noted in Larky, S. (2006), playgrounds
can be a frightening place for a student with ADS so creating an area in the
playground for students with ADS can help reduce anxiety. Another option is to
take students to other quieter areas like the library during break times so
that they are confronted by a lot of people at one time.

When transitioning to a new classroom plan ahead and organize visits to meet the new teacher. This is a
vital step as the teacher and student can meet briefly and at different times to warm up to each other,
which will make the transition in the future less stressful for the student.
Phase 3
Student Profile

Name: Sarah Thompson

Age: 18

Gender: Female

Diagnosis: Bipolar Disorder

Date of Diagnosis: 2022

Sarah Thompson is an 18-year-old female student diagnosed with bipolar disorder. She was diagnosed in

2022 and is currently receiving treatment and support for her condition. Bipolar disorder is a mental

health condition characterized by significant mood swings, including episodes of mania and depression.
Academic Performance:

Sarah's academic performance may be affected by her bipolar disorder. During manic episodes, she may experience

heightened energy and creativity, which can lead to increased productivity. However, during depressive episodes, she may

struggle with concentration difficulties, low motivation, and reduced energy levels. These mood fluctuations can impact

her ability to consistently perform at her best academically.

To support Sarah's academic success, the following instructional adaptations can be implemented:

Flexible Deadlines (Accommodation):

1. Allowing Sarah flexible deadlines for assignments during depressive episodes can alleviate the pressure and

accommodate her reduced energy levels. This accommodation acknowledges that her performance may be

impacted during these periods and provides her with an opportunity to complete assignments effectively.
Breaks and Time-Outs (Modification):

1. When Sarah experiences manic or hypomanic episodes, she may have difficulty focusing and may be more easily

distracted. Providing her with structured breaks or time-outs during class can help her maintain focus and prevent

overstimulation. These modifications recognize the need for periodic breaks to manage her symptoms effectively.
Chunking and Organizing Information (Modification):

Chunking and Organizing Information (Modification):

1. Breaking down complex tasks or information into smaller, more manageable chunks can assist Sarah in processing

and retaining information. Providing visual aids, outlines, and organizing materials in a clear and structured manner

can help her navigate and understand the content more effectively.
Multiple Learning Modalities (Modification):

1. Incorporating multiple learning modalities, such as visual aids, auditory cues, and hands-on activities, can enhance

Sarah's engagement and comprehension. This modification recognizes that individuals with bipolar disorder may

have varying cognitive states and preferences at different times, and adapting instructional methods can support her

learning across different mood states.

1. Maintaining open communication with Sarah and regularly checking in on her well-being and progress can provide

her with the necessary support and guidance. This accommodation ensures that her mental health needs are

addressed, and adjustments can be made as required.

aim to provide equal access and opportunity for learning, acknowledging and accommodating Sarah's specific needs

during different mood states. Modifications involve adjusting instructional strategies to better align with Sarah's learning

style and optimize her academic experience. By implementing these adaptations, Sarah can have a supportive learning

environment that addresses the challenges associated with her bipolar disorder and promotes her academic success.
References