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Case Study 1: Angie Angie, a fourth grader in Ms. Allison’s class, receives special education services in Ms. Peter’s resource room. Angie began kindergarten in a suburban school. She made normal progress in the kindergarten curriculum, which was based on language development, content knowledge enrichment, and academic social skills. Her problems began in first grade with the early reading curriculum. She just didn’t seem to be able to associate letters with sounds, and throughout the year she fell further and further behind. Her first-grade teacher told her mother that Angie was careless and unmotivated. Her teacher said that Angie’s problems in the reading curriculum were undoubtedly due to these motivational factors, since Angie was obviously capable of learning. Frequently, Angie bad to stay in for recess and revise reading worksheets that she had done incorrectly. Angie was retained in first grade after her teacher suggested that another year might allow Angie to catch up developmentally with the others in her class. But Angie’s primary problem areas in reading and spelling continued the following year; it was as if she had decided, “If you think I’m dumb, I’ll just show you how dumb I am.” She saw back and basically did as little as she could get away with. Yet despite her lack of effort, she made enough progress to move to second grade the next year. As the second-grade curriculum broadened into more complex math skills and the beginning study of science and social studies. Angie began to blossom-as long as she didn’t have to read. Her teachers still believed that motivation was her problem; since she did well in the subjects she liked, it must be that she wasn’t working bard enough in reading and spelling. The next summer, the family moved to Littletown, where Angie entered third grade. Her new teachers noted that she had very specific problems in reading, making slow progress in the basal reading curriculum. Her most significant difficulties in reading seemed to be related to difficulty with phonetics. Somewhere along the way, she had become convinced that the goal in reading is to precisely and accurately sound out all the words. Angie tried hard to please her teachers and to prove to them that she wasn’t lazy, but her approach to reading and her motivation to achieve resulted in her reading in a very labored way, a behavior that appeared to compromise her compre­hension. Phonics deficits also showed up in her difficulty with spelling. She showed little growth in response to the reading and spelling interventions in the resource room. In fourth grade, her classroom teacher suggested that Angie be referred for possible special education needs. Her full-scale IQ score on the WISC-IV was 119, and she achieved the following standard scores on the Peabody Individual Achievement Test-R:

Total Reading Composite 90

Written Language Composite 93


Subtest Scores Standard Score

Reading Recognition 85

Reading Comprehension 95 Written Expression 95

Spelling 90

General Information 129

Mathematics 120




Based on the reports from the classroom teacher and this testing, the multidisciplinary team determined that Angie met the district’s criteria as a student with a learning disability, and she began to receive special education services in spelling and reading. Angie worked hard in the resource room, but the teacher could tell that she was bored by the repetition and by the low cognitive level of the material she was given to read. Progress was very slow. In the general education classroom, Angie continued to excel in her math and science work. Her teacher, Ms. Allison, noted that Angie really loved science. She loved doing experiments, she loved to use scientific words (the bigger, the better), and she was excited about learning about computers. Her scores on a math achievement test indicated that she was significantly above her peers in math. On the most recent statewide achievement testing, she scored in the 85th percentile in math and science, receiving an award for her achievement. Her speaking vocabulary and expres­sive language skills were also both highly developed. Ms. Allison was glad that Angie was successful in these areas, and now that her reading and spelling were being taken care of by the special educator, those problems were of little concern to Ms. Allison in the general education program. Angie’s reading and spelling difficulties faded from concern, and she learned how to effectively compensate for her learning disability. Throughout all this, Angie’s mother was a significant support, telling her that she could do anything and that she knew Angie would figure out her own way to get tasks done. Ms. Peters, the resource room teacher, described Angie as a shy child who tended to become scared at times. Angie was not very secure with herself, and her self-esteem was not as high as it could be. Despite her demonstrated areas of high achievement, the difficulties in reading and spelling led others, and sometimes Angie herself, to believe that she wasn’t very smart. Ms. Peters was puzzled by this. She knew that the resource program was not challenging enough for Angie and that because of her problems in reading, she was also not exposed to some of the more challenging opportunities in the general education curriculum. Ms. Peters decided to investigate the possibility of Angie’s participating in the district’s honors program in fifth grade, while still receiving her learning disability services. The teacher in the honors program said she had heard of students who were bright and also had learning disabilities, but she had never worked with one. She wasn’t even sure she believed they existed. In addition, she said that the criteria for the honors program were “very strict,” so the idea was never pursued. Ms. Peters now wishes that she had pushed it. Angie shows such good thinking, and her oral skills reflect a much higher level of functioning than is indicated by her spelling and reading scores. Despite all the assistance Angie has received, it seems to Ms. Peters that something is still missing. Learners with Mild Disabilities 


  • Case Study 1: Angie

After reading the case study in Module 1, consider the following questions from the perspective of the general education curriculum. Conduct an analysis that answers these questions:

1.Have her teachers provided her with access to that curriculum? How?

? 2.To what extent does it appear that the basic skills remediation Angie has received in the resource room has been effective?

? 3.Can you identify other approaches or instructional strategies that might increase her participation in the general education curriculum?

? 4.What effect might these strategies have on her overall performance? ? 5.Consider the implications for instruction and curriculum of a student having significant intellectual strengths

in addition to having a specific learning disability. ? 6.How might UDL benefit a student like Angie?

Please submit a one-page analysis in response to the questions above. This analysis must be grounded in the case study. Assume that your audience is already familiar with the case, eliminating the need for background information.

The analysis will be graded on the basis of (10 points per item) :

? does the answer reflect familiarity with the case study- ? does the answer reflect knowledge and/or application of the concepts outlined in the reading ? Grammar/Technical components (including APA 7th edition guidelines) ? Adherence to assignment guidelines (length and formatting as directed)