Case Studies
Melany
Melany, a fourth grader, has Asperger Syndrome. Her teacher, Mrs. Smith, has noted that Melany reads well, writes some words and phrases using a computer, however, has difficulty talking with her peers. Melany Is also able to perform some American Sign Language gestures. Often when asked a question, Melany does not look directly at Mrs. Smith or the other children and appears to be focused on other subjects. She does not look anyone directly In the eyes, however, as she has become more familiar with her classmates, Melany Is able to communicate through a combination of words, gestures, and symbols.
In her core subjects, Melany's ability to successfully work at grade-level is dependent upon the requirements of the subject matter. The Child Study Team recommended curricular adaptations that have increased Melany's ability to complete assignments. Her curricular adaptations involve a combination of simplified objectives in math and language arts as well as altered, functional objectives in the areas of school routines, self-help, and communication. Therefore, at some times during the day, Melany works on the same objectives as her classmates, except at a different level. For instance, when her classmates are using the writing process to write a brief book report on the computer, she fulfills this assignment by completing a form developed by the special education teacher.
While Melany feels comfortable with Mrs. Smith and her classmates, she often over reacts negatively to certain sounds that no one else seems to hear and she interrupts conversations and appears rude. Mrs. Smith has helped her to focus on the communication, social, and self-management skills that will enable her to function more independently in her school and community. For example, if the group work continues for longer than Melany is able to effectively participate, she is given permission to use the computer to write a note about her school day for her take-home journal.
Melany sometimes becomes frustrated in class and will act out by screaming or crying. She has difficulty relating with peers and is unable to choose a group, or find a group easily. The Child Study Team has recommended that Melany take several preventative movement “breaks” to relieve her stress and that she use the provided opportunities to use self-calming strategies when necessary to lower her frustration level and to help stay focused.
In music class, Melany is accompanied by an aide who sits with her. Since she is very limited in communication skills and cannot sing songs with the group, the music teacher assigns Melany to play simple percussion instruments, but is unsure as to how she can more fully integrate Melany into the music activities.
