Commission on Higher Education

Region IV-A CALABARZON

Division of Laguna
Municipality of Calauan
Polytechnic University of the Philippines

“Foundation of Special and Inclusive

Education”
EDUC 30063

CASE STUDY

Submitted to:

Doc. Pam Ram Suniega

Prepared by:

Ashley Mae O. Pacheco

 Case Study 1

Angela is a 10-year-old girl with a hearing impairment. She wears a hearing aid
in each ear but relies heavily on lip-reading for understanding. Angela’s Year 5 class
has 26 students and can get quite noisy. An itinerant teacher comes into the class two
afternoons each week to support Angela and her teacher. Lately, her teacher has
noticed that Angela is losing concentration and zoning out towards the end of the day.
On a recent reading test, Angela’s reading was found to be 3 years behind.

 What difficulties would Angela experience in the classroom environment and

playground?
 What would be causing Angela's drop in concentration at the end of the day?
 Why is Angela's reading behind?
 What adjustments could Angela's teacher put into place to assist her
schoolwork?

Introduction

The key problems are a 10-year-old girl with hearing impairment which means
people who are hard of hearing. She has been using hearing aid, an electronic device
for amplifying sound that is usually worn in or behind the ear of a person with hearing
loss (Merriam- Webster), despite of using hearing aid she still relies heavily with lip-
reading to understand. Angela’s reading was also found out to be 3 years behind that
can also be one of the main issues. At this case the girl is having difficulties with her
environment and losing concentration at the end of the day.

Background

Angela is currently participating in year 5 class. She is relying in lip-reading to

understand, that cause her to have difficulties in communicating and coping up with her
environment. Angela’s losing concentration and zoning out is also one of the main
issues. “Hearing loss makes your brain work much, much harder to understand sound.
This means you must put extra concentration into trying to hear what is going on, as
opposed to those with normal hearing. Because you must work so hard just to decipher
what is being said, you have less energy to put into actually remembering the
information” (https://www.entofathens.com/). Angela’s reading was also found to be 3
years behind for her age. “Hearing sounds and words helps children learn to talk and
understand. A child with hearing loss misses out on these sounds. This can cause
problems with speaking, reading, school success, and social skills
“(https://www.asha.org/).

Alternatives

a. Seating Plan or placing the kid with hearing impairment in front of the class to
speech read or to hear more clearly.

b. When possible, to do so, minimize background noise.

c. Make frequent use of graphical representations, text labels, and illustrations.

Proposed Solution

For my proposed solution it will be the use of graphical representations, text

labels, and illustrations with the lessons. This solution is chosen because with this
strategy it will help Angela to clearly understand the lessons without having difficulties
on reading. “Many students with hearing trouble are visual learners”. (
https://kidshealth.org/) “Vision is considered a privileged sensory channel for deaf and
hard of hearing (DHH) students to learn, and, naturally, they recognize themselves as
visual learners.” (https://journals.plos.org/plosone/)

Recommendations

The specific action on implementing most of the lesson into graphical

representations, text labels, and illustrations should be implemented by the assigned
teacher. It should be done with Angela’s class for her to have the inclusion and
participation with the class.
 Case Study 2

Ben is an 8-year-old with spina bifida. He has no use of his legs and relies on
wheelchair. Ben’s reading ang writing are above average and he has developed a flair
for art. In the classroom, Ben is a diligent and hardworking student who strives to
achieve every task he undertakes. As part of the curriculum. Ben’s class participates in
one hour of physical activity each day, usually consisting of team sports, such as
basketball or bulrush.

 What adjustments would the school have to make to its physical environment to
accommodate Ben. Consider all aspects of the environment including classroom,
playground and toilet etc.
 What adjustment Ben’s Teacher make to ensure his inclusion in the daily
physical activity session?

Introduction

Spina Bifida which means a congenital cleft of the spinal column with hernial
protrusion of the meninges and sometimes the spinal cord (Merriam- Webster). Ben an
8-year-old is having this kind of case, he has no use of his legs and relies on a
wheelchair. The main issue is as part of the curriculum Ben’s class participates in one
hour of physical activity each day and with Ben’s situation he can’t participate with the
daily physical activity.

Background

Ben is participating in a mainstream education which requires a one hour of

physical activity each day in the curriculum. The most important issue is how Ben will
participate with the daily physical activities with his situation. “For people with Spina
Bifida, engaging in exercise can be a little more complicated but important nonetheless”
(According to the US department of health & human services). “Children with poor
walking balance can use wheelchairs to participate in sports but should avoid contact
sports such as football” (According to the Sydney’s children of Hospital Network). With
those statements it is indicated that Ben can participate with the physical activities
depending on what sport they will be playing.

Alternatives

a. Assigning special seats, desks, or tables, including assistive technology and

additional room for wheelchairs or other equipment, are required.

b. Assigning an appropriate task for him that he will still feel included with the
physical activity.

c. Letting him participate with the activity with the use of his wheelchair and giving
him enough space to move

Proposed Solution

Assigning an appropriate task for him that he will still feel included with the
physical activity will be my proposed solution. This is my chosen solution for Ben for him
to still feel included with their daily physical activity.

Recommendations

The specific action will be implemented by the assigned teacher on their daily
physical activity. Ben will be given a specific task that is still connected with their
physical activity and he is still included with the process. With this solution Ben will still
achieved a task that is still covered by the daily physical activity.