Case Studies

Adam

Adam is a friendly and happy 9yr. 10mons. third grader who enjoys being with his classmates. He studies language arts and math in a small group and social studies and science in the regular classroom. He attends his resource classes without an adult aide which has improved his self confidence. He prefers routine over content and will have an academic surge and then regress. He tends to remember things better when they are put to a song or poem.

After a full-term, normal birth, it was noticed that Adam’s feet turned in; this was corrected surgically. He crawled late, walked at 17 months and his speech was delayed. At 15 months, brain damage was noted that indicated a CP-type problem in the part of the brain that controls the lower body; he walks normally now. Adam has some fine and gross motor problems for which he receives OT and wears glasses for strabismus. He has had ear tubes for repeated infections. He lives with both parents. They had reading problems as did two cousins. He has an uncle with mental retardation and an older sister with no learning problems.

Adam began attending the elementary school pre-school program before the age of three. He has had speech and OT services since then. He repeated kindergarten. By age six he had been diagnosed as DD, mildly MR, ADHD—Not otherwise Specified and with a language disorder. Adam would at times become frustrated and aggressive; because he is attuned to others, he learned how to push their buttons and this would get him in trouble.

Adam’s socialization skills are great; his ADD medication has been very helpful. He loves trucks and computer games and the NASCAR, Disney and PBS websites. He likes music, but not loud noises. Adam’s main problem is communication; his reading skills are poor and his speech is very hard to understand. This can be frustrating for such a social youngster.

Adaptations/Accommodations/Solutions

Adam has no problems in music class behaviorally or socially.
He helps to hand out and put away books and raises his hand or gets a buddy’s help to find pages.
He raises his hand to answer questions; he’s not necessarily correct, but his answer is usually in line with the subject and can be repeated for review.
When playing instruments, he is given an instrument and part that he can handle; his motor skills are pretty good now and he really does not need to have mallets, etc. adapted.
He does fine on movement activities; if he does not always get what we are doing from instructions, he will watch the teacher or classmates for clues.
Adam’s singing, however, is hampered by his communication skills. Third grade is just beginning to learn four new songs (lots of words) for a PTA performance in December. Students have music with the words written under a single staff with the vocal line.
The music teacher will type the words separately in a clear, spaced font for Adam to use before the song is learned in class.
The music teacher will record the spoken lyrics and the sung melody line for Adam to hear before music class. (He will sing with accompaniment in class.)
The special ed. Teacher will work with him on the lyrics.