Running Head: CASE STUDY 1

Running Head: CASE STUDY
Case Study
Jerrica D. G. Meno
Arizona State University
CASE STUDY
Case Study
Introduction:
I am currently majoring in Elementary Education and after I graduate with my
bachelors degree, forth grade is the ideal grade level I want to teach. I continuously get
asked the question, why forth grade? well long story short, I feel that forth grade is the
perfect age range where students can be somewhat independent yet still strive to enhance
their knowledge. From an outsider looking in, I predict being a first-year teacher is going
to be extremely difficult as a whole.
Characteristics:
If a child upholds characteristics of a disability, Ive learned to revolve my
classroom around the students especially the student(s) who has a disability. I would have
to accommodate every child with their specific and unique needs while they are a student
in my class. In my opinion, observation is key in the education world. By observing my
future students and getting to know them personally in a timely manner, will help me
help them. For example, if a student has trouble grasping the material, for instance with
words and numbers, the student may be Dyslexic. Hopefully stated in their IEP, I can
assist the student with extra time understanding the material before its given out.
Academic Context:
Specifically looking at forth grade mathematics, according to Materials &
Resources, students are to work with word problems, fractions and decimals, number
relationships and patterns, and models and diagrams. If a student with Dyslexia were to
CASE STUDY
be in the class with this material being discussed, he/she will most likely have difficulty
with comprehending due to the confusion of words and numbers being bungled up in
their brain.
Universal Design:
First and foremost, I feel that when it comes to word problems, students tend to
give up automatically. Speaking from experience, I greatly appreciated it when my
teachers would break down the sentences into segments so it was easier to understand
what the word problem was asking. I think students would understand word problems
more efficiently if they were taught the right way to break apart the sentences to answer
the problem correctly the first time given.
Secondly, fractions and decimals are very tedious when it comes down to it.
Teachers are encouraged to enforce students to solve these types of problems without
using a calculator. So what do you do when a student needs to solve it mentally? One way
that I learned that I would accommodate with my students is least common
denominator/multiple also known as LCD/LCM. What you do to the bottom, you have to
do it to the top as well.
The LCD/LCM of this equation is twelve. Since six is not twelve, you have to see what
number times six equals twelve. In this case, six times two equals twelve, so you have to
multiply the numerator and denominator in the second fraction by two. After all fractions
have the same denominator, add/subtract straight across. See Figure 1.
STUDY CASE
Figure 1
(Finding the least common multiple, 2011).
Moving onto number relationships and patterns, the basic multiplication table has
always been a magnificent tool. Students can usually memorize their times tables zero
through twelve at this grade level. I remember in grade school my teachers would pass
out multiplication worksheets upside down and time us on how quick and accurate we
could complete the problems. I think this is a great way for students to learn and
memorize the table including number patterns that go with it. See Figure 2.
Figure 2
(Multiplication table printable, 2012)
CASE STUDY
Lastly, models and diagrams are helpful for many students including children with
Dyslexia. Children with this certain disability need that constant reminder of something
that is visually being displayed. Throughout all four of these topics that will take place
over the semester for this grade level, students with any type of disability will receive the
material a week in advanced for proper and successful learning. Children who will
receive the material before the mainstream students will have the chance to develop
and ask questions prior or during the lessons.
Collaboration:
It is important for me as their teacher to know what is stated in the students IFSP,
IEP, and/or 504 Plan including the student, parents/guardians, the schools special
education teacher, school nurse, school psychologist, and the school principal. By
collaborating with as many people as possible, this will give the student the support and
ability to surpass their future obstacles.
Resources:
Inclusion is a huge factor in the classroom. Students with or without a disability

need to get involved with school academically and socially. One website that I found
interesting was Inclusive Education. It basically talks about how children learn in many
different ways and how combining all students consequently improve themselves all
around.
When youre a first-year teacher, your students need to know that you are there
for a reason and that is to teach them while growing with them. Ive learned that students
work in extravagant ways. Some you will get along perfectly fine with and some will test
CASE STUDY
your being. Nevertheless, these students are your students. Those who test you will only
do this because they want you to challenge them while they are challenging you. They
want to see how far you will go in order for them to succeed. Last but not least, never
give up on any child you come across. Once you have given up on them, they will give
up on you and your capability to teach.
Continuing Professional Development through Professional Organizations:
Educators should work in a professional manner. Whether or not if a student has a
disability, educators need to visit this link. This link is about exceptional learning
throughout the school. In the process of becoming a future teacher, I wouldnt want a
child to not attend my classroom because of another collogue working in the school. I
wouldnt want my student to experience exclusion or discomfort because things like this
get in the way of a student and their education. When I become a teacher and run my very
own classroom, I will ensure that every student that walks through my door will receive
the best experience in education that they will never forget!
CASE STUDY
7
Works Cited:
Materials & Resources. (n.d.). Retrieved November 17, 2014, from

http://www.pdesas.org/Standard/StandardDetail/25443?standardID=0
Multiplication table printable. (2012, June 5). Retrieved November 19, 2014, from
http://photoalbumsof.blogspot.com/2012/06/multiplication-table-printable.html
Finding the least common multiple. (2011). Retrieved November 20, 2014, from
http://www.mathplanet.com/education/pre-algebra/discover-fractions-and-factors/findingthe-least-common-multiple
Eat Smart for a Great Start Newsletter. (2003). Retrieved November 20, 2014, from
http://www.pbs.org/parents/education/learning-disabilities/inclusive-education/
Heward, W. (2014, April 24). Who Are Exceptional Children? Retrieved November 20,
2014, from http://www.education.com/reference/article/who-exceptional-children/

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(Finding the least common multiple, 2011).

(Multiplication table printable, 2012)

Inclusion is a huge factor in the classroom. Students with or without a disability

Materials & Resources. (n.d.). Retrieved November 17, 2014, from

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