Montrel Case Study Essay

These students have normal and sometimes above normal intelligence but they struggling with problems that hinder them from learning and progressing like other students. More recently it is thought that a student with learning disability could show one of more than 500,000 combinations of cognitive or socioemotional problems (Heward, 2010). Learning disabilities cause students to struggle with so many things in school such as academics, emotions, and socializing and learning disabilities also cause students to have problems away from school. Students with learning disabilities may experience problems with learning to read or comprehend what they read, learning to do math or develop mathematical reasoning, learning vocabulary, spelling or the written language, and learning to get along with others and exhibit appropriate social skills. They may also have problems with paying attention, hyperactivity, and sometimes behavior,

Cintron self-report indicated he was diagnosed with ADHD which is associated with reduced school performance and academic attainment (GAI-91). On interview the client mentioned he received an Individualized Educational Plan (IEP) and was awarded extra help during class. As a result, he was placed into smaller classes. Mr. Cintron weaknesses were mainly on the Arithmetic, as he stated “I don’t know” and randomly responded to questions. Also, on the Vocabulary task as he stated “I don’t know,” to certain words. Nevertheless, Mr. Cintron strength was showed on Visual puzzles. He was observed taking his time as though he was mentally rotating the pieces. It should be noted that although this was a timed test, Mr. Cintron was not made aware, this may have contributed to his performance and decrease in anxiety level.

The second and third variable that affects the academic and social progress of an ADD/ADHD student in either class setting is mental level and gender. Mentally, a student that is affected from learning-impairments is usually struggling socially. The different trends seen in a group of sixty-seven learning-impaired students with ADD/ADHD are affected socially twenty-three percent of the time in either classroom setting. Moreover, the last variable that affects the ADD/ADHD student in either classroom setting is gender. The gender of the student affects the student academically. According to research, female students with ADD/ADHD do better than male students with ADD/ADHD.

Upon shadowing a fourth grade teacher at Deer Ridge Elementary School, I decided to talk with her about the students in her classroom. Mrs. Riley first set the scene of the school for me by stating that it was in the southwest suburban area of Fort Wayne, Indiana, and this particular school was not hurting for money. She then began to explain the different children in her classroom. There were twenty-eight students from a variety of different backgrounds. There were also two students with ADHD. My first thought was, "What exactly is ADHD?" and, "Would these two children stick out from the rest of the students in the classroom?".

He is absent only on the days he has an appointment with his GP, as a follow up on medication, or when he is sick. He tremendously enjoys his Mathematics Class, and he is the class topper when it comes to mental mathematics, especially in Multiplication. However, he loses interest during English classes, especially in spelling. He tends to forget the spelling, and often gets confused. He takes effort to understand what the teachers say in monologue, but quickly loses interest. Brad is fortunate o have an Education Assistant (EA), Anna, who would give him separate activity sheets, diluted and made simple. But, when Anna is absent, relief EA find it difficult to work with Brad. For example, he does not like some one forcing and insisting is to do a task. He enjoys physical activities, especially playing basket ball in school. Bankley (4, p.17) suggests that according to research, exercise activities at school, could reduce disruptive classroom and social problem behaviours, helping to improve academic performance. Children with ADHD need regular exercise as it assists them with concentration, paving a way for healthy impulsive discharge (4, p.16). Brad’s behaviour tend to swing to bad moods, as he is seen withdrawn or on occasions outburst of anger with his peers during recess or lunch

Dazya is a fifth grade student, who continues to exhibits difficulties with reading comprehension and math concepts. She has a history of reading and mathematical difficulties. Dazya received Literacy intervention at AWE to address her weaknesses in the areas of reading and math. She has difficulty completing both classroom and homework assignments on time. She also struggle with remembering basic math concepts. Teacher reports that Dazya has a very kind personality and works very hard to keep up with her peers; however she continues to struggle with higher order thinking skills that is required for grade level math and reading. Dazya is beginning to show progress towards her basic math skills for example her multiplication facts. Nevertheless

There are many children in this world of all different capabilities. Some children may run faster than others and some children may learn faster than others, but that does not mean that those children are not important. Every child, not matter the background or disability, deserves a chance to succeed in school. Unfortunately, in the kindergarten curriculum, there are not enough programs for children with learning disabilities. The LD/ADHD Psycho-Educational Test is an assessment that measures an individual's strengths and weaknesses of one’s brain process. This test is an option for children who have an insurance plan that will cover the cost of the assessment, but for those who can not, are being overlooked and blamed for not working at their

For the psychology and education world there are two tests, of many, that measure ability and achievement for children who have been referred for a variety of academic and behavioral concerns. These tests are known as the Wechsler Intelligence Scale for Children- Fourth Edition (WISC-IV) and the Woodcock-Johnson III (WJ-III). In the school system these children are referred and given one of these or both tests by the school psychologist. By using these assessments teachers and school staff are able to identify specific difficulties that these students are having and how to move on in the observation process.

taken from public schools for testing. The sample consisted of 117 students, 75 boys and 42 girls, between the ages of eight and eleven years old. The mean age of the sample was 9.44 and the standard deviation was 1.05. The students were categorized into three different groups, the learning disability, intellectual disability, and the typically developing students. The learning disability group contains 53 students who are enrolled in services for specific learning disability and school Individual Education Programs. The intellectual disability group contained 40 students who’s IQ scores were between 40 and 70. The typically developing group consisted of 24 students who show no signs of intellectual disability, psycho-emotional disorder, specific learning disabilities or physical disorder. Children with siblings who have disorders and children enrolled in higher education courses were excluded from the study.

     School Performance is another are affected by children with Attention Deficit Disorder. 50% of children are said to be underachieving or under performing in school and about 10% to 40% have learning disabilities( Taylor 256). The reason could is that many of them find that it is hard to follow instructions. The attention span is so short that a lot of ADD children end up in special education classes. Special Education classes gives them a more one on one type interaction. This is the most favorable but most expensive solution.For the ADD child that stays in a regular class the teacher can take a lot precautions to help the ADD child reach his or her full potential. When assignments are long teachers may want to assign only the even problems. Wachtel states that writing is the most difficult for a child with ADD, the teacher

Assessing the educational and cognitive needs of individuals with mental retardation is a very complex process. An appropriately chosen assessment can be a highly effective tool that can be used to measure the progress of our students. The teacher must select assessment procedures carefully and make judgments regarding the main areas to assess and then determine which areas of performance need to be tested further. Effective use of the results will allow teachers to design instruction and lessons specifically to fit the needs of their students. Where does the teacher start? A starting point is to gather and then organize information from previous teacher reports, achievement test results, and, most importantly, psychologist reports on

“Teaching in a normal school is congruent with the "left-brained" educational system that emphasizes orderliness, sequentially and familiarity…ADD children are right-brained, visual and random in their processing.”(Kai, p.27). The teacher should make the instructions clear and easily understandable. Complex instructions to assignments should be simplified and instructions repeated clearly (Kidsource, 2000). When giving assignments to students, teachers must modify them. This means that the time given to complete the task should be based on the teacher’s knowledge of how the student works. Children with ADD often become frustrated when working. In order to reduce this, teachers must monitor and support them frequently. Positive reinforcers can be used as a form of support as well as verbal encouragement. (Kidsource, 2000).

This report is going to look at two of the diverse problems in modern society. Many of our students have special needs and requirements in our classrooms. I have chosen to look at a disorder for group A that I have not yet come across in my classroom- auditory processing Disorder. In group B I am looking at ADHD which is a common problem within my own classroom and I am sure a growing problem in many classrooms across the world.

As teaching children with ADHD may cause several issues and concerns in the classroom, developing different teaching methods and strategies to help that student learn is important. Ewing et. al (2007) conducted a quantitative study on the learning for youth with severe emotional disorders such as ADHD (Ewing et. al, 2007). Children with learning disabilities, conduct problems within their learning that causes risks for the development of severe emotional disorders throughout life. Therefore, positive effective interventions are introduced to the students to help their emotional growth over time. Giving the student the opportunity to receive additional help and extra time through the learning process would help with their disorder (Ewing et. al, 2007).

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder that is characterized by persistent inattention as well as hyperactivity and impulsivity symptoms that impair daily functioning of those who suffer (Ontario Government, 2013). Students with ADHD have significant difficulties attending and focusing on their school work. They suffer from poor grades, significantly lower level of reading comprehension and arithmetic skills, and ultimately with relatively low rates of postsecondary education completion (Hallahan, Kauffman & Pullen, 2009; Feldman & Loe, 2007).