www.ijcrt.

org © 2020 IJCRT | Volume 8, Issue 12 December 2020 | ISSN: 2320-2882

A CASE STUDY OF A CHILD WITH SPECIAL

NEED/LEARNING DIFFICULTY
Researcher

Vipan Raj
Scholar PhD English
Sardar Patel University Balaghat,{MP} Perminent
Address:
Jagota, Teh: Bhella. District: Doda. State/UT: Jammu & Kashmir.

Abstract. The study has been conducted to investigate the levels and kind of difficulty the child/student
is facing in learning things in or outside the classroom.
It also examines the relationship between the school and home environment of the student with special needs
who is facing difficulty in learning i.e. reading, writing listening or speaking.
The case study was conducted by keen observations of the special needed child by involving and getting
information directly from different reliable sources like,concerned teachers, peer groups from the school,
parents, family members and peer groups of the child from the home environment. The tools used in the
study were 1. Qustionnaire. 2. Direct observation. Etc.The study reveals the fact that the actually the child
not having any slow learners like problem nor she is shy or un interested in learning by nature but she loves
to read , learn , take part in different activities, she is having a creative mind by birth or nature but only the
problem of her difficulties in learning is because of the depression she has laid in her mind of part of the
home environment and improper treatment given to her by parents,family,teacher’ s, elder’ s in the school or
at home.
Key words: concentrate, interactive, loneliness, aggressiveness, peer groups, shy, Sympathy, intellectual
etc.

Introduction: In this activity have taken a real situation of a student/ child of a village, Jagota of tehsil Bhella ,
District Doda Jammu & Kashmir (India) from class 6 th from a government school with special need/learning
difficulty where the student is not able to understand concepts, despite teachers’ effort, a research based on a case
study may be conducted to understand the reasons behind that and find a reliable, applicable and effective solution
of the problem of the child/student.
I- Research proposed / Case Study: - A Case Study on a actual situation:-
In this activity I Mr Vipan Raj Sardar Patel University Balaghat,{MP} have taken a real situation of a
student/ child of a village, Jagota of tehsil Bhella , District Doda Jammu & Kashmir (India) from class 6 th from a
government school with special need/learning difficulty where the student is not able to understand concepts,

IJCRT2012225 International Journal of Creative Research Thoughts (IJCRT) www.ijcrt.org 2167

www.ijcrt.org © 2020 IJCRT | Volume 8, Issue 12 December 2020 | ISSN: 2320-2882

despite teachers’ effort, a research based on a case study may be conducted to understand the reasons behind that
and find a reliable, applicable and effective solution of the problem of the child/student.
II. Justification and Rationale
An actual problem based on research have been taken of a slow learner student from class 6 th and started working
on to solve this problem and make future planning which will work in such a cute situation.

III. Objectives
• 1. To find out the real and factual problem faced by both the student/child and
the teachers teaching the child/student.
• 2. To collect the factual data/information about the child’ s behaviour
and back ground.
• 3. To reach at some reliable conclusion.
• 4. Plan future strategy to solve this problem based
the conclusion.
on
• 5. To encourage thi
s student/child to come forward and enjoy the teaching learning in a
natural and real
atmosphere to create new and creative things using his/her mind.

IV. Methodology
• CASE STUDY:
- Observation & Questionaire methods applied.

V. Cooperation- Colleagues, Students, Community, Institution

• To collect the primary data directly interacting with the Teacher’ s, Parents, and peer groups from
both school as well as home.

IJCRT2012225 International Journal of Creative Research Thoughts (IJCRT) www.ijcrt.org 2168

www.ijcrt.org © 2020 IJCRT | Volume 8, Issue 12 December 2020 | ISSN: 2320-2882

Collecting Data from the peer groups:-

Means of Collecting data from the:-teachers

• Collected the data from concerned teachers by contacting them personally and on phone call
and discussed in length about the problem, learning level , intrset, likes and dislikes of the
student.

Collection of data from Teacher

’s :-

1. Did not con

centrate when teacher is teaching and looks here and
there.
2. She did not respond to the questions asked by theIr teacher.
3. Did not do her home work completely.
4. Her writing is very bad.
5. Despite using teaching methods ,she can not get what we
teach her.
6. While other children interested in any topic she did not show
interest in learning but instead makes fun of other s pricks others. 7.
One teacher said that she is frank with me and learns her lesson
as well as does her home work too.

IJCRT2012225 International Journal of Creative Research Thoughts (IJCRT) www.ijcrt.org 2169

www.ijcrt.org © 2020 IJCRT | Volume 8, Issue 12 December 2020 | ISSN: 2320-2882

Collecting data from peer groups of school:-

Peer Groups in school

1. Did not show interest in learning in the class but shows

interest in playing in the play ground.
2. She likes playing games like, Khokho, Race,pebbles, hid e
& seek ..
3. Sings in loneliness on her own.
4. Performs some interactive actions while playing.
5. She is shy in the class room but not that much while
playing with her peer groups.
6. She is not interested in majority of teachers except one .

Data Collection from Parents At Home :

IJCRT2012225 International Journal of Creative Research Thoughts (IJCRT) www.ijcrt.org 2170

www.ijcrt.org © 2020 IJCRT | Volume 8, Issue 12 December 2020 | ISSN: 2320-2882

General
1.She feels shy.
2. Opens her books if asked to learn her lesson and shows her
interest in learning.
3. She is slow in her reading, writing and doing other domestic work.
LIKES OF THE CHI LD AT HOME: -
1. Likes playing with girls of her age.
2. Likes games like skipping, race, khokho, hide and seek
and making clay pots.
3. Likes playing with domestic animals etc..etc..
4. loves to Sympathy of parents and the peer groups.
5. Likes listening to stories, plays, Cartoon plays on TV .

DIS LIKES AT HOME: -

1. Did not like to go to the houses of
other people in the neighbor hood. 2.
Did not like Harsh treatment from
any one in the family.
3. Dislikes aggressiveness .
4. Did not like reading books herself.

IJCRT2012225 International Journal of Creative Research Thoughts (IJCRT) www.ijcrt.org 2171

www.ijcrt.org © 2020 IJCRT | Volume 8, Issue 12 December 2020 | ISSN: 2320-2882

Data from the Peer Groups of Home:-

General
1. She is normal and not much shy.
2. Did not want to learn her books as it looks a
boring for her.
2. likes to learn from stories, plays and to play with
natural things like, clay pots, pebbles, pet
animals, and peer group girls.
3. not interested in making friends as she feels shy
in making friends.
4. Likes to eat good food, fruits, sweets.

LIKES OF THE CHILD AT HOME: -

1. Likes playing with girls of her age.
2. Likes games like skipping, race,
khokho, hide and seek and making
clay pots.
3. Likes playing with domestic animals
etc..etc..
4. Loves to Sympathy of parents and
the peer groups.
5. Likes listening to stories, plays,
Cartoon plays on TV .
DIS LIKES AT HOME: -
1. Did not like to go to the
houses of other people in the
neighbor hood.
2. Did not like Harsh treatment
from any one in the family.
3. Dislikes aggressiveness .
4. Did not like reading books
herself.

Data Analysis & Conclusion

• The information /Data collected from different sources as primary & secondary data
collected from reliable sources shows a big difference in the behavior of the child
in her home, School and peer groups in both at home or school.
It also shows that the child is really not a slow learner by birth but she is made a slow learner
by the environment being provided to her in both her home as well as at her school.
It also shows that there is a big need of teachers and parents to give the child a psychological
treatment, know the child properly as the concept of slow in her learning at school or home is

IJCRT2012225 International Journal of Creative Research Thoughts (IJCRT) www.ijcrt.org 2172

www.ijcrt.org © 2020 IJCRT | Volume 8, Issue 12 December 2020 | ISSN: 2320-2882

of more varying nature then the actual and natural behavior and level of her interest in
different things , like playing games of different things.

Her great interest in listening to the stories ,counting things, playing and love with pet
animals. It shows that if the teachers and know the child psychology, and with the
cooperation of parents they can make the child really an intellectual by teaching her in a
practical way using natural things to teach and take the child out of their class room and out
of book craming methods.

Solutions:-
• The child is nature loving, soft hearted and needs a loving and caring teachers
treatment instead of a autocratic or rude behavior of the teacher.
• The child should be taught in a natural environment using the natural and real
things to teach the child and no doubt it can make any slow learner learn in a
brilliant way and with a great interest.

VI. Impact/Effectiveness
• The conclusions obtained will have a great and fruitful impact of the research done
on the situation and problem faced by both the teachers as well as students to
solve the problem where a child or student despite of making efforts in the
classroom by the teachers to make their students learn properly in or outside the
classroom. And no doubt the child will really learn and enjoy the learning in a
natural environment using natural things as TLM

VII. Future Planning

• The child is nature loving, soft hearted and needs a loving and caring teachers treatment instead of a autocratic
or rude behavior of the teacher.

• The child/students facing this kind of problem as well as all other normal students should be provided an
of free stress and natural environment.
• The should should be treated with love and sympathy.

• The child should be taught through natural and actual things as supporting TLM.

• The child is nature loving, soft hearted and needs a loving and caring teachers treatment instead of a
autocratic or rude behavior of the teacher.

IJCRT2012225 International Journal of Creative Research Thoughts (IJCRT) www.ijcrt.org 2173

 www.ijcrt.org © 2020 IJCRT | Volume 8, Issue 12 December 2020 | ISSN: 2320-2882

• The child should be taught in a natural environment using the natural and real things to teach the child and
no doubt it can make any slow learner learn in a brilliant way and with a great interest.
• Thanks

Here is the table of contents showing all the procedure of research conducted and finding the applicable solutions there
of.

Data Collection Data

School Home Analysis Soluti
Teacher’ Peer Parents Peer Groups ons
&
s Groups
in school Conclus
ion

IJCRT2012225 International Journal of Creative Research Thoughts (IJCRT) www.ijcrt.org 2174

 www.ijcrt.org © 2020 IJCRT | Volume 8, Issue 12 December 2020 | ISSN: 2320-2882

General General
1. D 1. Di 1.She feels 1. she is normal and not much shy. The The
id d not shy. 2. did not want to learn her informat
books as it child
looksis
show ion nature
not interest in 2. Ope 2. likes to learn /Data loving,
concentr learning ns her from stories, collecte soft
ate in the books if d from hearted
plays and to
when class but asked to different and
play with
teacher shows learn her sources needs a
natural things
is interest in lesson and as loving
like, clay pots,
teaching playing in primary and
pebbles, pet
and the play shows her & caring
animals, and seconda teacher
looks ground. interest peer group girls. ry data s
here and in
there. 2. sh learning. collecte treatme
3. not interested d from nt
e likes 3. She in making reliable instead
2. S playing is slow in friends as she sources of a
he did games her feels shy in shows a autocra
not like,
respond making friends. big tic or
Khokho, reading,
to the Race,peb differen rude
writing 4. Likes to eat
question bles, hide ce in the behavio
and doing good food,
s asked & seek .. behavior r of the
other fruits, sweets.
by ther of the teacher.
teacher. child in
domestic her
3. Si The
work. home,Sc
3. D ngs in a boring for her. child
id not do loneliness hool and should
her on her LIKES peer be
home own. groups taught
work OF in nboth in a
complete 4. per THE at home natural
ly. or environ
forms CHIL school. ment
some
4. h interactiv D:- It also using
er e actions 1. Li shows the
writing that the natural
while kes
is very child is and
playing. playing
bad. really real
with not a
5. Sh things
girls of slow
5. D e is shy in to teach
espite her age. learner the
the class
using room but
2. Li by birth child
teaching kes but she and no
not that
methods games is made doubt it
much
,she can like a slow
while can
not get skipping, learner
playing make
what we by the
with her race, environ
any
teach peer khokho, slow
her. ment
groups. hide and learner
being
seek and learn in
6. w provide
6. Sh a
hile
making d to her
e is not brilliant
other clay in both
interested way
children pots. her
in home as and
intereste majority 3. Li with a
IJCRT2012225 International Journal of Creative Research Thoughts (IJCRT) www.ijcrt.org 2175
 www.ijcrt.org © 2020 IJCRT | Volume 8, Issue 12 December 2020 | ISSN: 2320-2882

d in any of kes well as great

topic she teachers playing at her interest
did not except with school. .
show one . domestic
interest It also
animals
in shows
learning etc..etc.. that
but 4. lo there is
instead ves to a big
makes Sympath need of
fun of y of teachers
other s parents and
pricks and the parents
others. peer to give
the child
groups.
7. O a
ne psychol
teacher 5. Li ogical
said that kes treatmen
she is listening t, know
frank to the child
with me stories, properly
and as the
learns plays, concept
her of slow
lesson as
Cartoon
in her
wellas learning
does her plays on at
home TV . school
work DIS or home
too. is of
LIKES:
more
- varying
1. Did not nature
like to go then the
to the actual
houses and
natural
behavior
and
level of
her
interest
in
different
things ,
like
playing
games
of
different
things.
Her
great
interest
in
IJCRT2012225 International Journal of Creative Research Thoughts (IJCRT) www.ijcrt.org 2176
www.ijcrt.org © 2020 IJCRT | Volume 8, Issue 12 December 2020 | ISSN: 2320-2882

listening
to the
stories ,
counting
things,
playing
and love
with pet
animals.
It shows
that if
the
teachers
and
know
the child
psychol
ogy,
and with
the
cooperat
ion of
of other parents
people in they can
the make the
neighbor child
hood. really an
2. Di intellectua
d not like l by
Harsh teaching
treatment her in a
from any practical
one in the way using
family. natural
things to
3. Dis teach and
likes take the
aggressive child out
ness . of their
class
4. Di room and
d not like out of
reading book
books craming
herself. methods.

IJCRT2012225 International Journal of Creative Research Thoughts (IJCRT) www.ijcrt.org 2177

www.ijcrt.org © 2020 IJCRT | Volume 8, Issue 12 December 2020 | ISSN: 2320-2882

IJCRT2012225 International Journal of Creative Research Thoughts (IJCRT) www.ijcrt.org 2178