Special Education Curriculum And Student Progress Case Study

Length: 4 pages Sources: 4 Type: Case Study Paper: #66615466 Related Topics: Communication, Languages, Student, Sign Language Published May 11, 2022
Excerpt from Case Study :

Special Education

Part 1

I have chosen Kate from among the students described in the case to complete this part. Kate is an 11th grader with moderate bilateral hearing loss (i.e., asymmetrical or symmetrical loss of hearing in both her ears). She barely scrapes through exams and has ceased to use personal amplification at school. She had already ceased using her FM system during her middle school days when she started cycling through classes. Symmetrical bilateral hearing loss implies an equal loss of hearing in both the ears, whereas in case of asymmetrical hearing loss, one ear will be able to hear better as compared to the other; nevertheless, in either case, both ears are affected (Hear-it, 2020).

Access to curriculum

Equal learning opportunity calls for hard-of-hearing or deaf students like Kate to be able to access information that the majority of their peers (i.e., normally-hearing peers) can access via listening. Captioning, sign language interpretation, and other visual supports might be required for providing Kate with access to a specialized instruction-based syllabus.


Acoustic changes are capable of offering hearing-loss students, such as Kate's major benefits. However, they might be rendered impossible in certain instances and might not suffice for access to communication. Various hearing technologies may be utilized for Kate, in specific, and this student population, in general. To different extents, such technologies will be able to improve talker voice audibility and diminish the adverse impacts of echo, distance, and noise. In Kate's case, traditional ear-level aids may be utilized in class. Such hearing aids function best if the listener and speaker are relatively closely situated to each other. Specialized seating arrangements may, thus, be made to allow Kate to sit closer to the teacher, besides simplifying things for her through enhanced speech-reading conditions.


The goals described below have been determined with the aid of the Standard Aligned System of Pennsylvania State:

Distinguishing between, and identifying, consonants and vowels in quiet/noise

Using alternate terms


The above goals possess the following supporting objectives:

Distinguishing between and identifying, consonants, and vowels in quiet/noise: The three objectives, in this case, are: 1) Kate can distinguish between consonants and vowels when provided with flashcards. 2) She can ascertain whether or not they are the same, with 80 percent accuracy (decided by educator observation). 3) She can discern words beginning with consonants and vowels.

Using alternate terms: The objectives linked to this goal are: 1) Kate can utilize alternate terms when answering requests for clarifications two-thirds of the time as gauged by the educator. 2) She knows why she must utilize alternate words.…plan encompasses flashcards, charts, maps, diagrams, and practical/hands-on resource and material demonstrations. The above modifications are necessary for compensating for his deafness.

Instructional procedure modifications will be carried out in Kevin's case, including signed English usage, fingerspelling, and Cued Speech, for clarifying differences between printed English and ASL as he requires ongoing help in the areas of vocabulary development and English writing assignments.

Two or more presentation modes will be adopted in case of abstract concepts, including manipulatives (e.g., action figures, cubes, puppets, etc.), pictorial (e.g., timelines), symbolic (e.g., graphic organizers), and verbal (e.g., debates, word problems, equation-matching, and role-playing) modes.Kevin will be urged to connect between different presented modes and translate between English and sign language. Pictures, action pantomiming or visualization, and drawing sets can help migrate from tangible to more non-concrete representations, which will aid Kevin in acquiring better insights into the concepts.

Lastly, Kevin will learn sign language for effectively delivering classroom presentations using it. He can practice with his interpreter before the presentation for familiarizing the interpreter with the content and ensuring his work is accurately represented. One must not forget the fact that language comes before literacy. Students cannot comprehend written language until they can comprehend spoken language, Cued Speech, sign language, etc. Further, historical events will be linked via…

Sources Used in Documents:


Arnoldi, K. (2011). Building skills for success in the fast-paced classroom. Retrieved from https://successforkidswithhearingloss.com/wp-content/uploads/2013/06/Examples-of-IEP-Goals-Common-Core-Stds.pdf

Gallaudet University. (2017). Cochlear implants: Language and communication. Retrieved from https://www3.gallaudet.edu/clerc-center/our-resources/cochlear-implant-education-center/navigating-a-forest-of-information/language.html

Hear-it. (2020). Bilateral hearing loss. Retrieved from https://www.hear-it.org/bilateral-hearing-loss

Rose, S. (n.d.). Monitoring progress of students who are deaf or hard of hearing. Retrieved from https://files.eric.ed.gov/fulltext/ED502455.pdf

Cite this Document:

"Special Education Curriculum And Student Progress" (2020, April 29) Retrieved June 30, 2022, from

"Special Education Curriculum And Student Progress" 29 April 2020. Web.30 June. 2022. <

"Special Education Curriculum And Student Progress", 29 April 2020, Accessed.30 June. 2022,

Related Documents
Special Education, Also Referred to
Words: 1229 Length: 4 Pages Topic: Teaching Paper #: 92281368

It is also worth noting that the evolving nature of special education can be attributed to the cultural changes, family values, and civilizations taking place. Research attitudes towards people with special educational needs exhibit considerable variation as one move from one culture to the other. Findings show that people of different culture may perceive the similar conditions differently. For instance, Yoruba perceived that albinism as a punishment from God (Wilson,

Special Education Some People Need Education Which
Words: 923 Length: 3 Pages Topic: Teaching Paper #: 13902432

Special Education Some people need education which is special to their lives. Special education provides an additional services or support to the students' educational needs. In most schools and colleges across the country, special educations are sometimes provided at no cost to those students who are qualified and are eager to proceed with their studies. Today, there are special students who need special learning needs and the only way to address this

Special Education Assessment Has Played
Words: 989 Length: 3 Pages Topic: Teaching Paper #: 57947464

"By the 1980s, the field had moved to a functional skills model. As the evidence for this approach mounted, the field refocused on age appropriate skills and knowledge performed in authentic settings and the functional life skills curriculum became best practice. The functional, age-appropriate curricular focus resulted in these students demonstrating skills and knowledge not thought possible earlier" (Quenemoen, 2008). In the 1990s, added significant new practices were acknowledged as

Special Education Goetze and Walker
Words: 4835 Length: 16 Pages Topic: Teaching Paper #: 11725792

Then students use AlphaSmart software to paste the picture and explain in a paragraph why, how and where in the plot they feel that picture relates to the story. This tests three things: (a) student concentration; (b) student level of understanding of the general plot; and - student imagination. This is an important implementation because it opens the students' horizons and allows them to see the general links and

Special Education Teacher's Impressions of
Words: 8246 Length: 30 Pages Topic: Teaching Paper #: 81958545

Thus, efforts aimed at helping teachers to avoid harmful stereotyping of students often begin with activities designed to raise teachers' awareness of their unconscious biases." (1989) Cotton goes on the relate that there are specific ways in which differential expectations are communicated to students according to the work of: "Brookover, et al. (1982); Brophy (1983); Brophy and Evertson (1976); Brophy and Good (1970); Cooper and Good (1983); Cooper and

Special Education According to the Federal Laws
Words: 4234 Length: 10 Pages Topic: Teaching Paper #: 11558299

Special Education According to the Federal Laws of the United States of America, "Special Education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability [IDEA 97-300.26(a)]." The revised statutes of Arizona defines a child with disability as "a child who is at least three but less than twenty-two years of age, who has been evaluated and found to have