A CASE STUDY

PROCEDURES IN CONDUCTING A CASE STUDY

OF A CHILD WITH SPECIAL NEEDS
(To be submitted on August 31, 2021)

1. PRELIMINARY
1.1 Look for a child with special needs (Ages 1-22 only)
Identify the child with a suspected disability. This child may either be found in their own
home or in the school if the child attends school.
1.2 Getting consent from parents/guardian or school authorities.
Formal communications in written forms may be required. The researcher/observer may
ask permission from the school principal/authorities and parents for the conduct of the
case study. There are perceived difficulties in securing permits/consent to conduct a Case
Study:
1.2.1 Parents’ attitude as a barrier;
1.2.2 In school-based, the confidentiality of the case limits access to the child with
disability;
1.2.3 others.
1.3 Scheduling/making arrangement of visits and actual interviews, observations and
immersions.

2. THE CONDUCT OF THE CASE STUDY (All forms of documentation must be done
with permission/ consent from the parent/guardian)
2.1. Interview the significant others in the life of the special child to acquire the
following information/data:
2.1.1. Personal Information

Name: Aivian Robvier Aggabao Marfil

Age: 5

Birth date: April 24, 2016

Address: Sinippil, Reina Mercedes Isabela

Gender: Male

2.1.2. Family Background

Name of Parent: Mr. Alvin Casauay Marfil

Mrs. Aila Mae Aggabao

2.1.3. Medical History

The medical history may depend upon the present period of life of the special child
 2.1.3.1. Prenatal
2.1.3.2. Infancy
2.1.3.3. Babyhood
2.1.3.4. Early Childhood
2.1.3.5. Late Childhood
2.1.3.6. Adolescence
2.1.3.7. Early Adulthood
2.1.4. Physical/Self-help Skills. The activity/ies /strategy/ies will be based on the age
level and milestones of development of the child. The physical abilities/disabilities
will be gauged using/ employing this rubric:
4 – no assistance
3 – using verbal prompt/instructions
2 – minimum assistance with verbal prompt
1 – maximum assistance with verbal and physical prompt

Physical Skills: 4 3 2 1

1. Play activities through non-locomotor skills and locomotor skills

2. Run for errand by giving of commands (one, two, or more

movements/actions)

3. Hand movements/activities (holding, gripping, touching, pulling,

pushing, lifting, etc.)

4. Other activities may be carried if necessary.

Self-help Skills. Self-help skills are to be noted among all children

under study.

1. Feeding

2. Dressing/undressing

3. Toileting

4. Grooming and Hygiene

5. Bathing

Social/ Emotional/Behavioural Skills/Disabilities. The child needs to be engaged in

appropriate activities in a natural setting where he/she may manifest the skills or
disabilities and be gauged accordingly. The following are suggested:

1. Engaging in ordinary life activities

 a. greetings
b. eating/taking snacks
c. playing games (age-appropriate)
d. asking some questions regarding the child’s experiences or about the child
him/herself
2. Giving of simple present or gift to the child. Take note of the possible reactions of the
child upon receiving something from others.
3. Engage the child into sleep. Observe manners or sleeping disturbances.
4. Other activities are recommended when other information/data need/s to be
noted/observed.
Rubric:
4 – strongly evident
3 - evident
2 – somewhat evident
1 – not evident

4 3 2 1

1. Initiates/starts and ends/stops conversations appropriately

2. Notices and responds to non-verbal body language

3. Explains cause for certain expressions of emotions or feelings

4. Verbally expresses emotions

5. Takes turns in play activities or in other similar situations

6. Refrains from talking out of turn; listens attentively when

somebody is talking

7. Speaks at an appropriate volume when conversing

8. Verbal tells one’s name and age; tells name of each family
member

9. Identifies self in the community

10. Gives complete address/date of birth

11. Does assigned task without supervision

12. Returns borrowed materials or objects independently on time

 13. Independently uses the following expressions: thank you,
please, and I’m sorry verbally or through gestures

14. Borrows things politely

15. Relates stories to other children

16. Volunteers to do activity independently

17. Works harmoniously with others independently

2.3.3 Functional Academic Skills. This area will be considered if the child goes to
school. The measurement of skills must be appropriate to age and grade level of the
child.

Rubrics:
4 – Strongly evident
3 - Evident
2 – Somewhat evident
1 – Not evident

4 3 2 1
1. Converses with peers
2. Describes pictures/things/persons accurately
3. Relates own simple stories/incidents
4. Relates stories listened to
5. Reads basic sight words appropriate to his/her level
6. Asks/answers questions appropriately/correctly
7. Conceptualizes ideas with ease
8. Reasons out intelligently
9. Matches coins or bills/computes money bills
10. Relates “today”, “tomorrow”, “yesterday” to days of the week
11. Recognizes names of the month of calendar year
12. Locates day of the week on calendar
13. Number skills:
13.1 Identifies the concept of whole numbers
13.2 Recognizes parts of a whole
13.3 Applies concepts of parts of a whole in daily living situations
13.4 Adds/subtracts simple fractions
13.5 Counts/reads/writes numbers of objects in set
13.6 Computes mathematical operations
13.7 Identifies what number comes before and after given number
or between two numbers
13.8 Tells time to hour from the face of the clock:
 13.8.1 Tells time by half and quarter of an hour
13.8.2 Computes for time by adding and subtracting
13.8.3 Discriminates objects by primary/secondary colours
13.8.4 Shapes up 5 sides
13.8.5 Measures size
13.8.6 Measures weight
13.8.7 Measures distance

1. Applies concepts of colours, shapes, size, weight, distance in everyday living

2.3.4 Pre-vocational Skills. Pre-vocational skills are measured for children who are
approaching the age of 16 and above.
Rubrics:
4 – Strongly evident
3 - Evident
2– Somewhat evident
1 – Not evident
4 3 2 1
Pre-vocational skills consist of:
1. Hand Use
1.1 Works with both hands with minimum assistance
1.2 Performs work properly
1.3 Works independently

2. Manipulation
2.1Uses fingers skillfully
2.2 Handles tools properly
2.3 Handles simple hand tools properly
3. Bilateral Skills
3.1 Uses different kinds of string to bead things
3.2 Beads/ties objects with assistance
3.3 Practices beading/tying objects
3.4 Strings/beads objects independently
4. Tool Use
4.1 Uses simple tools with minimum assistance
4.2 Uses simple tools properly
4.3 Practices using simple kitchen tools
4.4 Uses kitchen tools independently
5. Work Attitudes
5.1 Finishes tasks
5.2 Finishes a certain task in a given time
5.3 Finishes task independently
5.4 Takes work orders properly

2.3.5 Independent Skills. These skills may be taken into consideration for all children with
special needs. Independent Skills includes the following categories:

4 3 2 1
 1. Travel skills at home just like these:
1.1 Familiar with the various areas at home
1.2 Identifies self at home
1.3 Locates oneself in certain areas at home
1.4 Finds oneself in areas at home upon instruction
2. Travel Skills in School that can be estimated in the following:
2.1 Is familiar with the various school areas
2.2 Identifies self in school
2.3 Locates oneself in certain areas in school
2.4 Finds oneself in school areas upon instruction
3. Travel Skills in Community with the following indicators:
3.1 Is familiar with the various areas in the community
3.2 Identifies self in the community
3.3 Locates oneself in certain areas upon instruction
3.4 Finds oneself in community areas upon instruction
4. Traffic Rules and Regulations that can be weighed through the
following:
4.1 Identifies shapes, colours, and sizes
4.2 Identifies regular traffic signs
4.3 Follows traffic sign with assistance
4.4 Follows traffic sign independently

2.4 Classifying/Labelling the category of the disability or exceptionality of the special

child based on actual observations and information gathered during the interview
and immersion. Review of related literature and studies conducted should be
included to back up or prove the identified category.
2.5 Interventions Done. There may be some interventions done through parents and teachers
initiatives. This may include medical, therapeutic or clinical interventions.

3. SUMMARY OF INITIAL FINDINGS.

This presents the name of the disability/ies based on observation and literature.

4. RECOMMENDATIONS.
Recommendations may include those interventions and modifications that the child must
undergo or must be done, which might help the child attain independence.

5. REFERENCES.
Prepared by:

HELEN P. ARIOLA
PhD Student