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Learning Disability Case Study

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Learning Disability Case Study
Julianna is a 14-year- old student at Comsewogue High School. Her current special education classification is a Learning Disability, specifically in the area of Mathematics Problem Solving and Reading Comprehension. Julianna has a diagnosis of Crohn’s disease and takes medication to help alleviate symptoms. Julianna is enrolled in an Integrated Co-Teaching (ICT) program for Math, Science, English, and Social Studies. All of her electives are provided in a general education setting. As per her IEP,

program accommodations include:
On task focusing prompts
Preferential seating
Study guide outcome of key concepts the use of a calculator

Test accommodations include:
Extended time
On-task focusing prompts
Separate Location/room
Test Passage, …show more content…
The subtests measure different cognitive processing abilities and when combined form five index scores: Verbal Comprehension, Visual-Spatial, Fluid Reasoning, Working Memory, and Processing Speed; which all together make up the Full-Scale IQ score. Julianna obtained a standard score of 88 (21st percentile), which falls within the Low Average Range. Her performance across the indexes varied from the Very Low to the Average range; suggesting a good estimate of her abilities.

Julianna demonstrated a personal strength in her visualization abilities compared to her other cognitive domains. She obtained a Visual Spatial score of 97 (47rh percentile); suggesting she could solve visual problems quickly by using the mental rotation of a simple image. Also, she could perceive complex patterns and mentally simulate how they might look when …show more content…
She obtained Fluid Reasoning score of 76 (5th percentile), which indicates that Julianna demonstrated difficulties with non-verbal reasoning and solving problems. Also, she displayed a weakness in her quantitative reasoning skills measured on the Figure Weights subtest. A weakness in this area can be seen a difficulty with the application of basic mathematical concepts. She obtained a Working Memory score of 72 (3rd percentile). Her performance varied between the subtest within this index. Julianna could temporarily store verbal information and perform a set of cognitive operations on information that requires divided attention. However, she displayed a difficulty with retaining recent visual information and providing it back in a sequence. Her overall performance on the WISC-V was similar from her 2014 assessment on the WISC-IV with a significant weakness in her working memory
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