For this assignment you will be exploring students' needs. Explore the needs of a student from one of the case studies in your course text.
Assessing the needs of a student from a textual context will obviously not provide you with same quality needs assessment you would have as a teacher in the classroom. A teacher in the classroom is able to assess the needs of a student from the OSR and first-hand observations of the student - providing a more comprehensive assessment.
What this task attempts to do is familiarize you with the many layers that a teacher builds on to help a student learn - beginning with assessing the needs of a student. Knowing the needs of a students directs a teacher in the strategies that he or she can employ to help a student achieve success.
1. Choose a case study from your course text.
2. Consider the information you know about the student in your case study, which supports your needs assessment (there may be some criteria you need to make inferences about).
3. What are his or her needs based on what you know or can infer about your student (there may be multiple needs - for example, if a need is hearing, listening and attention skills may also be a need for consideration)?
4. Based on the needs assessment, what are the teaching strategies that you would use to meet the student's needs (if they have more than one):
instructional
environmental
assessment accommodations
Consider assistive technologies, if applicable.
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After reviewing "The Case of Xianan Yu" in Chapter 13 of Special Education in Ontario Schools by Bennet,
Dewort, and Weber it was clear that this case was accurately described as ABI (Acquired Brain Injury)
in which the student's motor functions were predominantly afflicted rather than cognitive more resource time
alongside a teaching assistant after already having a full-time in class EA available. They are also requesting
a new faster processing computer that can be assembled to the wheel chair for their child. This
function (196-197, 2013). Xianan Yu's parents are requesting for more aides available. Currently insurance
is providing the educational assistant for Xianan Yu, While the wheelchair and computer are presumably
supports offered by the school. The child must have available resources for in class function as motor skills aside
from speaking have all been severely impacted.
Xianan Yu is impacted mentally/cognitively through frustrations when challenged academically. This has
proven difficult for the student as they come from a lifestyle of socializing and and athleticism. There is little
evidence of memory skill needs, however it is unclear the extent of damage the student has sustained which afflicts
their in class performance in regards to prior knowledge-even then it is more described as "vocabulary recall" rather
than content recall.
This is important to note as it frustrates the student to be separated physically and academically. The student
needs to be included in classroom activities or they will fall behind. This is conversely remarked against through
the "slow yet effective" practice of the EA in class.
Xianan Yu is quadriplegic and cannot participate in physical activities which means there is a need for modification
of curriculum in regards to mobility skills. Inclusive and customized activities with classmates and necessary for this
student, the once extremely social and talkative student is at risk for "sadness" as defined by the OTF (http://www.teachspeced.ca/?q=depression-sadness-management). During the class time, the student should be included in the class work and supported academically by the teacher as well as EA.
The student's supports are environmental based mostly. The class content missed will be developed over time and through classroom supports.There are some on-going assessments that should be conducted to get a more clear picture of what this student really needs because as of now, the school board doesn't see fit to offer more academic supports or refined supports for a high functioning student with needs. I would recommend an iPad be installed with a protective case and adapters provided for the student's support workers/family to help switch through programs/functions with ease as well as to lower the weight of the wheelchair making the student able to move a bit faster through public areas. The extremely slow pace of life the student needs to be understanding of is a huge transition from that of a hockey player's life (speaking from experience, short term).
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