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 Department
of Language EducationPracticum in Language X425/L525 Dr. Hope Elkins, Ph.D. |
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Jean Ann has agreed to share this excellent learner characteristics summary with our class. You will notice that several assessment instruments are summarized in this report. All names have been changed for privacy reasons.
Cultural William Smith ("Billy") is the middle child of three in a family consisting of his mother, Gloria Barnes, his 13-year-old sister, Polly Smith, and his little brother, Jimmy Barnes, age 6. Billy's father and mother divorced many years ago, and his mother reports that there has been virtually no contact from his father "for six or seven years." She reports that Billy's father was a skilled laborer at one time, doing roofing and auto mechanics, but that he has been "mentally disabled" for several years. She states that Billy's father has only a sixth-grade education. She is divorced from Jimmy's father, who is presently incarcerated, and has no contact with him. Mrs. Barnes is presently unemployed and seeking disability benefits due to her kidney disease. She has a high school diploma and has worked in the past, including as a clerk in a dry cleaner's last year. The family lives in a Section 8, two-bedroom apartment on the south side of Fairview. Mrs. Barnes reports that she is on a waiting list for a bigger apartment--one with a third bedroom--in the same apartment complex. In the meantime, her boyfriend, temporarily unemployed, has moved in with the family, and 13-year-old Polly is temporarily living with Mrs. Barnes' cousin, who "has more room." The family watches television and videotapes together. Although no books, magazines or newspapers were in evidence at the home during an initial interview with Mrs. Barnes, Mrs. Barnes says she read aloud to Billy, his brother and his sister when they were little. Recently, the family found a pile of discarded National Geographic magazines at the recycling center, and the children eagerly collected them to take home. Billy also mentioned going to the Monroe County Library sometimes, where he checks out comic books and Nintendo magazines. Despite the fact that she is struggling financially, Mrs. Barnes reports that the family usually gets along and everyone is relatively happy. The family recently took a trip to see relatives in Tennessee in partial celebration of Billy's tenth birthday. Mrs. Barnes has talked about relocating to that state.
Physical Billy appears to be a healthy 10-year-old, taller and heavier than average for his age and grade. He sees a physician regularly for treatment of his Attention Deficit-Hyperactivity Disorder (ADHD), for which he is medicated with Ritalin. According to Mrs. Barnes, Billy's Ritalin dose was recently reduced by his physician "because it was giving him nightmares." Teachers at the school report that Billy has more behavior problems (annoying students, hitting and kicking on the playground) and is more distractible since this alteration in his medication. Although he seems active, Billy is significantly overweight (20 pounds) for his age and height (126 pounds; 5 feet tall), and Billy reports that this bothers him. His hearing and vision are within the normal ranges. He has a relatively minor speech impediment involving just a few sounds, particularly "r."
Psychological Mrs. Barnes does not seem comfortable giving details about psychological problems Billy has had. She had him admitted to a local psychiatric facility as an inpatient approximately one year ago because he "went wild." Billy stayed there for at least two weeks. When he returned home and went back to school, he was extremely subdued. The medication for his ADHD was started during his hospitalization. Billy is no longer "subdued" at school or during tutorial sessions; although, he frequently puts himself down. "I'm not smart" is a comment heard fairly often. He has also said that he doesn't have very many friends and sometimes, no friends at all. The case study reporter noticed that he did not make direct eye contact for two weeks when tutorial sessions began and seemed somewhat shy and self-conscious but that he gradually "warmed up." Nonetheless, Billy claims that he likes school -- both the teachers and the students -- and his attendance this year has been consistent. It should be noted here that Billy and his family are receiving psychological counseling in their home on a weekly basis and that Billy also attends a group counseling session each Thursday afternoon. Billy says this helps him learn to use self-control and gives him strategies for dealing with "kids who get me mad." An informal interest inventory was given to Billy on Oct. 9, 1996. The purpose of this questionnaire was to give the questioner information about Billy's attitudes concerning reading. Billy indicated on the inventory that he feels "okay" about reading for pleasure at home, but he loves reading books at school during free time. He further indicated that he feels "okay" about receiving a book as a gift and about reading during a summer vacation, but that he really likes starting a new story at school. Given the choice, however, he said he would always prefer playing to reading. When the questions about reading included academic considerations, such as assignments and tests, Billy was noticeably less positive about these experiences. He felt "okay" about answering teachers' questions about reading and "okay" about doing workbook pages and worksheets, but very negative about taking tests on reading assignments. During an informal conversation, Billy was asked some questions about his interests. He reported that he likes animals (he has a pet rat and elected to study snakes in his second thematic unit at school) and traveling to Tennessee to visit friends and relatives. He also enjoys playing Nintendo games and going to people's houses to play. His favorite subjects at school are physical education and music, which were recently combined for a unit on dancing. Mrs. Barnes describes her son as "sometimes shy" and "very curious." She reports that Billy is continually asking questions. She said she has trouble getting him to mind and to do his household chores, such as cleaning his room, but that he is "a good boy." Billy's classroom teacher describes his in-class behavior as "hot and cold": "One day, he'll try very hard to complete his work and get along with the other students, and the next day, he will be very distractible or uncooperative and do anything to annoy the other children." She reported that he responds well to positive reinforcement (he receives a much-coveted "Caught Being Good Card" -- redeemable for small prizes in the school bookstore -- each time he takes his medication in the health office without fussing), particularly, to individual attention. Billy reports he gets along "okay" with his little brother but that his sister Polly "gets on my nerves." He is also troubled, he said, by the fact that his sister on several occasions has been caught stealing in stores, from unlocked parked cars and from students at school. He is quick to point out, however, that Polly is still in his family even though she has been living with a relative for a few weeks.
Educational Billy was identified as a special education student in second grade in 1994. According to recent written reports from the school, provided by Mrs. Barnes, Billy qualified for this placement "based on his performance and Article 7." The report, titled "IEP Report" and dated 5/13/96, states that he has a communication disorder in the areas of articulation and language. An individualized Education Plan (IEP) was devised for Billy for the 1995-96 school year which will be reevaluated in November of 1998. At his last two case conferences in 1995 and 1996, it was recommended that Billy be in an inclusion classroom, where he "will be most successful" working on grade level (except in science and math) in all subjects WITH MODIFICATIONS. In science and math, the case conference committee recommended he work on second grade level as a fourth grader. All fourth, fifth and sixth graders at Billy's elementary school are grouped in multi-aged classrooms. Students have a "home base" teacher for several subjects and regularly-scheduled activities (such as daily "Town Meetings") but go to other classrooms daily for ability-grouped math classes and each nine weeks for a student-elected thematic unit. Billy reports that he likes this arrangement; although, he liked last year better, when he was in a second-third grade multi-age setting as a third grader. Part of the reason for this preference was that his teacher last year had several classroom pets, and he became very fond of his teacher, too. It is interesting to note that Billy's tested reading ability on an A.R.I. (see test in appendices to this case study) indicated an independent reading ability of first grade and an instructional reading level of second grade, but his I.Q., as noted in the IEP Report, varies from 104 (Verbal) to 109 (Full Scale). The discrepancy between his assessed reading level at school and this I.Q. score is one of the reasons for his identification as a special education student, according to his current inclusion teacher, who adds, "He is considered L.D. [learning disabled]. His ADHD is part of that." Billy's report card for the first nine weeks of this school year indicates that he is failing Language Arts and Reading and passing Math with a "D." His Social Studies grade was a "B"; however, and his Science grade a "C." One of the main reasons for his low grades, according to his home base teacher, has been his failure to complete and turn in in-class and homework assignments. During the initial home visit, Billy's mother indicated that she does try to "make him do his homework" and that sometimes he can get help with it when he goes to the Boys' Club in the afternoons. Mrs. Barnes indicated that she herself "is not smart" and cannot help him on some assignments. This case study reporter noticed that there was no set "homework" corner or schedule in Billy's home and that the television was on, and its volume very high, each time she returned Billy from a tutoring session or visited in the home. Establishing a daily, consistent homework time in a quiet place, therefore, became an obvious goal for this child's future success at school. Jean Ann used the information in the learner characteristics summary to set initial instructional goals and objectives for Billy.
Comments: disted@indiana.edu Copyright 1998, The Trustees of Indiana University
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