Nick’s Plan My case study child is a young boy in the third grade. I will call him Nick. Nick is a student who has cerebral palsy. He remains in a wheelchair all day long while in school. Nick has poor fine motor control, for example he cannot write with a regular pencil, and even has a hard time with crayons. Nick is able to do some things with his hands, he can push larger buttons and he truly enjoys working on the computer. Nick has a hard time with talking and he talks extremely slow. It is a little hard to understand him at first, but you can make out what he is saying. Nick enjoys school and learning. He tries his best to participate in class. Something that Nick really doesn’t like is being bored. He wants to participate and learn just like every other student. I believe that Nick would truly benefit from being in a full inclusion setting, however he stays in a special education POHI classroom most of the day, except for the hour that he is mainstreamed into a regular education social studies classroom. Nick has a great personality. He enjoys interacting with his peers and school faculty. Whenever I see Nick he always has a smile on his face. He loves to say hi to everyone when he is riding down the hall in his wheelchair. He has stickers on his wheelchair and he loves it when people make comments about his “decorations”. The staff and students at the school enjoy seeing and talking with him. Nick also likes to hear and tell jokes. I must admit, he has a lot of good jokes up his sleeve.
The particular classroom that Nick is mainstreamed into is set up with mostly social studies posters and decorations. There are also a lot of social studies books for the kids to read. There are a total of 21 students in this class, and their tables are in groups of four. The school that Nick attends is a middle class school. The teachers and staff try to collaborate and seem to work well together. The staff and administrators are always positive and are doing their best to include children with special needs into regular classrooms. When Nick goes to his social studies class an aide always goes with him. This is very helpful to Nick as well as the regular education teacher. I do feel that Nick is getting information out of being mainstreamed, however the teacher does not seem to push him or really care if his assignments get done. The situation is more of “well he is in class, so that is all that I really expect from him”. I don’t agree with this. Another concern of mine is when the teacher is asking questions to the class, she seems to always overlook Nick. Very rarely does she ask Nick for a response. This bothers me. I have seen Nick raise his hand, but she doesn’t seem to notice. I have said a few times “Oh look, Nick knows the answer”, and she will pick him, but if I don’t remind her that he is there, she doesn’t call on him. My last concern is the way the room is set up. It consists of groups of table that have four to a table. That is great but where Nick is sitting his back is turned to the front of the room where the teacher stands. There are many times the teacher or his aide, forget to turn his wheel chair around so he can see the teacher and what she is doing. This particular class isn’t very big, and there is definitely enough time to let Nick participate along with his peers. The teacher of this class likes to give out a lot of ditto work, which is not always the best type of assignment for Nick just because he has such a hard time with writing. I know that I need to improve his ability to grasp
objects, but I don’t want to overload him with paper and pencil tasks. He needs to have more group work and group projects that he can participate in and also communicate with his peers. If I were teaching this class, I would allow for more interaction between Nick and his peers. I would do group work and pair him with students that could help him. I would do more activities instead of ditto work, which...
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