BY ARIEL SU

Case Study: Daniel

Student Profile
NAME: DANIEL
Grade 7 student
Designation: D - Physical Disability or Chronic Health
Impairment (Cerebral Palsy)
Uses non-motorized wheelchair
Requires eating frequently to maintain energy level

Strengths
WHAT HE IS CAPABLE OF...
Well socialized (friendly with peers)
Knowledgeable about sports (ex. statistics)
Cheerful personality
Good at communication

Stretches
WHAT HE NEEDS HELP IN...
Struggles in reading, writing and other projects
Loud - can be disruptive in class
Gets bored and tired easily
Low self-confidence, negative self-talk
Often breaks class rules

Road Blocks and Obstacles

CHALLENGES...
Need to teach Daniel self-regulation (ex. often asks the same
questions over and over again)
Low reading ability (approximately three years below age group)
Someone needs to be with him to keep him on task
Assessments / Tests are very stressful for Daniel
Requires sitting near an exit and not too close to peers
(distractions)
May be a negative influence on peers as they notice his lack of
work ethics in class
Breaks class rules (ex. sharing snacks)
Too much focus on socialization and not much on learning
Does not share ideas during discussion periods

CONT 905 - MODULE 6

 Support for Student
DANIEL
Movement breaks - helps with focus and engagement if he has
the ability and chances to move his body either around the room
or in the hall
Give regular check-ins. Especially during project times so that he
can stay on track and completes it in a timely manner
Allow for self-assessment
Give choices!
Allow Daniel to choose what format to present his learning
Rather than writing, perhaps he can show his learning
through a video format!
Make sure there are materials that are at his level (ex. books)
Minimize distractions
Visual cues
Timer, class routine, rules, schedule etc.
Speech to text (or vice versa) software - technology
Access to technology (iPads, laptops, tablets etc.)
Use the ePortfolio as a mean to see progress over time

Support for Teacher

MARCY WONG
Provide prompts on when and how to ask others (teachers or
peers) for help
Give ample opportunities for Daniel to learn with peers
Make sure there is a clear goal in mind with roles and
responsibilities - safe for Daniel and peers
Give rubrics ahead of time so Daniel knows what to expect
Set clear expectations
Give formative feedbacks often and encourage perseverance
Provide checklist or timeline
Breaks down assignments into manageable chunks
Give explicit prompts to break down assignments into steps
Chunking!
Teach self-regulation strategies
Teach goal setting - how to make them achievable
How to break down a long-term goal?
How to make goals link together?
Teach how to use certain tools with technology
ex. Speech to text
ePortfolio - to keep track of his progress and available online
for guardians to see