Red Flags of Disabilities (Case Study Sample)

The National Teachers College 629 F. Nepomuceno St., Quiapo, Manila Assessment of a Preschool Child In Partial Fulfilment of the Requirements for the Subject SNED107 – Educational Assessment Table of Contents I. Introduction ………………………………………………………………………………...3 II. Personal Profile…………………………………………………………………………….4 III. Historical Background…………………………………………………………………..5 IV. Educational Background……………………………………………………………….5 V. Socio-Emotional Background………………………………………………………….6 VI. Assessment Procedure………………………………………………………………….6 VII. Findings……………………………………………………………………………………7 VIII. Conclusion……………………………………………………………………………….9 IX. Recommendation………………………………………………………………………..9 X. References………………………………………………………………………………....11 I. Introduction According to the Individuals with Disabilities Improvement Act (IDEA) 2004, students with disabilities require access to the general curriculum; therefore, the IDEA 2004 allows students to be tested on the standards using alternate assessments based on alternative achievement standards. Students who have been identified as having intellectual or cognitive disabilities are eligible to be evaluated (Ruppar et al., 2018). End-of-grade alternate assessment is one of several types of student assessment. Each grade level has an end-of-grade assessment. Alternate assessments are used as a substitute method of gathering information about students' progress in meeting content standards (Spinelli, 2010). Any measure of performance that is agreed upon to assess a student’s progress can be used as an alternate assessment. The ability to aggregate scores to produce an overall estimate of performance is one of the criteria for determining what constitutes an appropriate authentic assessment. When administering an alternate assessment to students with disabilities, every score or format used must be parallel with the format used to report the general performance assessment program. To ensure reliability and validity, standardized tests are run, scored, and interpreted by specific standards, which means that the tests must be administered by specific criteria, ensuring that all students take the tests using the same administration and scoring procedures in order (Spinelli, 2010). Students from the School of Teachers Education at National Teacher College created an end-of-grade alternate assessment for Jeremy C. Gonzales, a primary school student with an intellectual disability and a speech disorder who is currently enrolled in inclusive education in Malinta, Valenzuela City. The assessment aims to assess the student's performance and to see if inclusive education applies to the student. II. Personal ProfileJeremy C. Gonzales is an 8-year-old boy, the son of Mrs. Janice and Mr. Paquito Gonzales Jr. He has two brothers, one of whom is his twin Genesis Gonzales and the other is their elder brother Jeffrey Gonzales. Jeremy has an intellectual disability with a speech disorder. III. Historical Background Jeremy was born on February 18, 2014, in Karuhatan, Malinta, Valenzuela City. He was a premature baby with a twin, but no other health problems were discovered when he grew up. There is no history of intellectual or developmental disabilities on either the mother’s or father’s side. Jeremy was diagnosed with an Intellectual Disability with Speech Sound Disorder/Improved communication skills at the Medical City in Pasig City on April 13, 2021, at the age of 7 years and 2 months. He was advised to enroll in a Special Education Program. To improve his speech and language, he should begin speech and language therapy with a speech pathology evaluation once a month. To address financial concerns, speech pathology can provide a home program and see the child every three months to update the program. The experts have suggested activities such as reading, object naming, writing, drawing, and other physical activities to help Jeremy. IV. Educational Background Jeremy is currently enrolled in Malinta Elementary School in Valenzuela City. He is in Kindergarten II, and he always participates well in class discussions and completes all of the activities assigned to him. The classroom environment promotes inclusive education, and teachers provide the same opportunities to regular and special needs students. Their class consists of thirteen students and is currently learning online. Despite the new learning platform's challenges, he was able to adjust well because the teacher treated all students equally. However, to balance these opportunities among the students, there are times when he is unable to be called during recitations, which causes him to throw tantrums. V. Socio-Emotional BackgroundJeremy enjoys playing with other children his age and is usually happy with his peers. He also shows affection to his parents and siblings. He is always eager to be with his twin brother and expresses his happiness with him. He is also respectful to his parents. In some classroom situations, he is afraid of teachers, and when he is frustrated, he throws tantrums, which the people involved deal with calmly. Giving him food, such as his favorite fruit banana, can help him manage his frustrations and resolve his anger. When communicating, he can maintain eye contact. His emotional reaction to situations is to watch. VI. Assessment ProcedureAn end-of-grade alternate assessment is administered at the end of each grade level to evaluate and measure a student's mastery and understanding of the concepts taught throughout the year. The assessment tool was created for Jeremy, a primary school student with a learning disability and a speech disorder. His proficiency and mastery of mathematics will be assessed. The tool consists of 30 items, all of which are based on the Department of Education's most important learning competencies. The evaluation is divided into four sections. First, addition, then subtraction, then number identification of greater and smaller whole numbers, and finally time telling. An hour was given to Jeremy to answer the 30-item self-made tool with the assistance of his mother to guide him whenever he needs help or ask for assistance. VII. Findings Assessment Results To understand Jeremy's assessment results, a pie graph was created. Pie charts show how the answer choices or field values for a given data source compare to one another as parts of a whole. The graph shows a total score of 30 points and three graph labels: addition and subtraction for which he received 10 points, telling the time for which he received 10 points and number identification for which he received zero points. As a result of the findings, Jeremy answered the assessments with mastery of addition and subtraction as well as telling the time, but he requires more guidance and attention in answering number identification. The purpose of the assessment is to help students learn better. Although grading can be used in assessment, many ungraded measures of student learning are also used. Because intellectual disability is characterized by significant limitations in both intellectual functioning and adaptive behavior, which covers many everyday social and practical skills, we created a questionnaire that includes number identification, telling time, and mathematics (Addition and Subtraction). Understanding number counting is important for the everyday activities of students, particularly students with intellectual disorders or intellectual disabilities. The achievement and interest in counting skills of these students vary greatly. The acquisition of number counting would also improve these students' learning quality. A strong number sense aids in the development of mathematical understanding. Focusing on number sense in the early grades helps lay the groundwork for older students to compute and solve more complex problems. Building a love of math in children begins with teaching them about numbers. However, teachers can improve teaching in students with intellectual disabilities by giving them frequent opportunities to learn and socialize with their typically developing peers. Participate in group activities and clubs with the student. Daily social skills instruction should be provided. Teach social skills suc...