This is a case study for EXC 625(children with exceptions at National University. The answer to the questions below are a reflection on anadaptation of Content-specific pedagogy for a student with special needs. I have copied the content from our class website, rearranged, and reformatted it for clarity. The contextual information is below the questions/answers.

Questions for Case Study:

1a) Identify one instructional strategy or student activity from the outline of plans that could be challenging for the student, considering the description of the student’s learning disability.
As part of the Instructional strategy, the assumption that the students have been exposed to some of the concepts (e.g., state of matter, evaporation) in the 3rd grade, might automatically preclude "Billy" from the entire lesson.

1b) Explain why the strategy or activity you chose could be challenging for the student, based on specific aspects of the student description.
The instructional strategy assumes that the students have prior knowledge from 3rd grade. Since Billy has been moving around a lot, there is no way to know what prior knowledge of water "Billy" has from 3rd grade, if any. If the student doesn't have the prior knowledge, he will be building new, more complex knowledge onto nothing. It seems our education system is unable to address this issue effectively.

1c) Describe how you would adapt the strategy or activity you identified to meet the needs of the student.
I would remove the assumption that all the kids have this prior knowledge and include this in the opening discussion.

1d) Explain how your adaption would be effective for the student in making progress toward achieving the learning goal(s) of this unit.
By doing this I would be able to make sure that all students are recalling prior knowledge and coming to a group foundation on which to work from for the two day lesson. This also assures that "Billy" is somewhat caught up without singling him out.

2a)Identify one additional instructional strategy or student activity from the outline of plans that could be challenging for the student, considering the student’s other learning needs.
Hear an explanation about the new unit they are beginning that will focus on the Earth’s hydrologic cycle, a process by which water moves between the land and the oceans.

2b) Explain why the strategy or activity you chose could be challenging for the student, based on specific aspects of the student description.
Since

2c) Describe how you would adapt the strategy or activity you identified to meet the needs of the student.
I would start the lesson with a small orientation and discussion about the local environment.

To learn about the water cycles on earth, the student can look at our local environment. Rain falls from clouds, which is evaporation from our oceans. If possible, schedule a field trip to somewhere high and near the ocean so the students can get a feel for how large the ocean is.) When the rain falls, it lands on our structures and then the ground and eventually seeps through the earth, and back into the bay/ocean. This short explaination will help the students relate what they are learning to where we live(Bay Area, Ca.)

I would supplement with a hands-on water cycle model that would consist of a mountain range that ends at the ocean. A hot pad with steaming water could simulate the evaporation of ocean water to create clouds. And Rain can be simulated with pouring water on top of the mountains(or pile of rocks) which would allow the water to slowly trickle back down to the ocean.

Further, I would teach this lesson over the duration of the school year, which goes from the end of the dry season and all the way through the rainy season and back to dry. This would allow for the flexibility to schedule field trips that could help students see different parts of the water system(Bay, Ociean, Mountains and creeks).

2d) Explain how your adaptation would be effective for the student in making progress toward achieving the learning goals(s) of this unit.
Since "Billy" has trouble with communication and language comprehension(CALP), a physical model with hands-on experience would help draw a meaningful connection to the words and concepts he is learning.

3a) What progress monitoring assessment would you choose to obtain evidence of the student’s progress toward a learning goal(s)?
While walking around the classroom, I would make sure to spend more time one-on-one asking "Billy" questions to make sure he gets a chance to use his language and repeat some of the key terms and concepts. I would also join in the elbow partner discussion with him and make sure the focus stays on the content and not on the possible tough student-student situation.

3b) Give a rationale for your choice of assessment. Use your knowledge of academic content in this unit and this student’s learning needs in your rationale.
Since "Billy" has a diffuclty with Language and communication, it is necessary to speak with him face-to-face and in simple language that he can understand. Being face-to-face allows for using and sensing non-verbal communication.

Begin contextual information for case study

Description of Student with Special needs
Billy is eleven years old and in the fifth grade. He lives with his grandmother who is also his guardian. His mother used drugs and alcohol while pregnant and did not receive any prenatal care. Before coming under the care of his grandmother, he had been placed in foster care for a while. This was a very traumatic experience for him. Billy enjoys music, watching television, and playing with his friends, who are all younger than him. His grandmother reports that his current state of health is excellent and he takes no medications. He is supposed to wear glasses, but they often cannot be found.
Billy was identified first as a student with a speech and language disability as his speech was significantly delayed. He is currently designated as a student with a learning disability. His disability category was changed in the second grade when it was realized that he also had significant delays in academic learning. Billy’s current IEP states that he needs specially designed instruction, that he is a reluctant worker, often disrespectful, and requires lots of encouragement. During testing, he told his examiner that he really does like coming to school. His full scale IQ score is 74. His reading, math, and written expression skills are correspondingly low.
Billy recognizes all letters of the alphabet and their sounds. He can say the vowels and give the short vowel sounds. He recognizes and can pronounce one syllable words, as well as knowing most blends and diagraphs. He can read at a second grade level with assistance and picture clues. He has limited knowledge of sight words.

Grade
Fifth

Content Area
Earth Science

Subject Matter
Earth’s Water

Time Period for Whole Unit
Two Days

State-adopted Academic Content Standards for Students
Students know the influence that the ocean has on weather and the role that the water cycle plays in weather patterns.

Learning Goals for Whole Unit
Students will be able to do the following:

• Learn that water on earth moves between the oceans and land through the processes of evaporation and condensation.
• As a basis for understanding this concept: Student’s know most of Earth’s water is present as salt water in the oceans, which cover most of Earth’s surface.
• Understand the hydrologic cycle (water cycle)
• Learn why water is important, how it is used, and where it is found.
• Create a bar graph or a pie chart illustrating the relative percentages of the earth’s water distribution, and demonstrate that all elements are present, making sure that additional elements are represented in the graph.

Relationship to Preceding and Subsequent Learning Experiences
These are the first two lessons of the unit. Students have been exposed to some of the concepts (e.g., state of matter, evaporation) in the 3rd grade.

2. Outline of Plans for Lessons 1 and 2

The following outline addresses some of the academic content standards for the two lessons.

Instructional Strategies and Student Activities

· In Lesson 1, students will:

o Complete a KWL chart, as a class, on what the students Know or Would like to know about the Earth’s Water.

o Hear an explanation about the new unit they are beginning that will focus on the Earth’s hydrologic cycle, a process by which water moves between the land and the oceans.

o Work on a vocabulary list of related words and provide definitions

o Work with elbow partners to share definitions.

o Listen to various sounds of water. Compare one gallon of water to one tablespoon of water (ratio of salt water on earth to fresh water).

o Listen to an interactive PowerPoint presentation on the Earth’s Water that will include group discussions and brainstorming

· In Lesson 2, students will:

o Work with elbow partners to fill out a Venn diagram on what they have learned about the water on earth compared to water on the “new” planet.

o Create a bar graph or pie chart using a data collection sheet to plot percentages, illustrating the Earth’s water distribution. This activity will be started in class and then completed for homework, if necessary.

Progress Monitoring

· The teacher will be continuously walking around the room as students work to assess progress on activities or to redirect/reteach as necessary.

· Teacher will pause during instruction to make sure that all students understand the information. Progress will be assessed by questioning students and listening to their responses.

· Students will receive written and oral feedback, peer review and feedback on group work and individual work as well as individual conferencing with the teacher when needed. A scoring rubric will be used for the bar graph to assess learning.