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Case Study Examples Learning Disabilities

Case Studies

Lifelong Help for Learning Disabilities
If you read or hear that learning disabilities, such as dyslexia, are lifelong and that there’s “no cure”, don’t believe it. There is help, not only in the short term, but in the long term as well. Kyle Christie is one of thousands of ex-Edublox learners who is proof of this. Read more...

Improving Auditory Memory Improves Reading
Spamandla’s worried mother contacted Edublox because her son’s teacher had predicted that he would fail Grade 1. Spamandla was assessed on the Essi Reading Test, on a Grade 1, third term level. This reading test aims at determining the sight word vocabulary of a learner. Read more...

Major Improvement in Spelling and Writing
Letlotlo Sebbale was about to enter Grade 2 when he was assessed at Edublox. He reversed letters and his spelling was very poor. Our assessment determined that Letlotlo was struggling as a result of weak cognitive skills. Read more...

Dealing with Dyslexia. Kadin’s Story
Kadin failed Grade 1. She was diagnosed with severe dyslexia and was referred to a school for dyslexia where specialist education is provided to learners who suffer from this disorder. Despite repeating Grade 1 at this specialist school Kadin continued to struggle. Her mother heard about Edublox and arranged for an assessment. Read more...

Improved Cognitive Abilities Lead to Better Reading, Spelling and Learning
Cognitive abilities are the brain-based skills we need to carry out any task from the simplest to the most complex. They have more to do with the mechanisms of how we learn, remember, problem-solve, and pay attention rather than with any actual knowledge. Edublox develops the cognitive abilities that make reading, spelling and learning possible and easy. Read more…

Poor Reader Becomes a Top Achiever
Kayla Swan, at the time a Grade 3 learner, started at Edublox in May 2010. First attending two lessons per week, and after two terms one lesson per week, Kayla went from being a struggling reader, who scored 1’s and 2’s on her school report for reading activities, to one who scores 4’s and an average of 82%. Read more...

Thato’s Road to Reading and Spelling Success
When Thato Mogakabe, at the time a Grade 1 learner, was assessed in March 2011 he was lagging behind in most developmental areas. He had language difficulties (he often did not understand what was being said to him) and severe perceptual and fine-motor problems. Add to this a poor visual and auditory memory, and it became clear that Thato was bound to struggle in many learning areas. Read more...

Creating a Basis for Lifelong Learning
If one continues with Edublox for long enough, it creates a basis for lifelong learning. Riaan du Plessis, who attended classes for nearly eighteen months, is proof of this. Read more…

From Zero to Hero
Jaide J., at the time a Grade 2 learner, started at Edublox at the end of February 2010. First attending two lessons per week, and later only one lesson per week, Jaide went from being a child who was unable to read and spell, and scored mainly 1’s and 2’s on his school report, to one whose reading and spelling are on par and who now scores 3’s and 4’s on his school report. Read more...

''We generally don't like to retain youngsters, but we thought that an extra year might help her grow up so that she could do well in kindergarten,'' Mr. Hiles said. ''We took a middle ground approach: We said that this is where she is right now and this is what we hope that the extra year will accomplish. We didn't want the parents to become overly optimistic and think that Jane would overcome all her problems in one year or so pessimistic because they had received a long-range prediction about the number of years of special education she might require.''

A year later, Jane was re-evaluated by the same experts and it was decided by the parents and the school to place her in a regular kindergarten class. ''Halfway through the year, we and her teacher realized that the regular class was not working out,'' said Jane's mother. ''The other kids would be working on their alphabets and Jane would be sitting there sucking her thumb.''

Another extensive evaluation was made, including the administration of the Stanford-Binet Intelligence Test, the McCarthy Scale of Children's Abilities, the Bender-Gestalt perception test and the Rorschach personality test. All the tests showed that Jane ranked within the average range of abilities, but needed special work in language development because she had difficulty understanding and using abstractions.

Her parents and the school staff agreed that Jane required special education for her language disability, so in February 1977, she was placed in a ''self-contained'' kindergarten.

''ONE of the goals of our self-contained classes is to give students as much of the regular curriculum as they can possibly handle,'' said Marie S. Bierman, director of pupil per sonnel. ''To accomplish this, we use different materials, methods, and classroom modifications.''

In Jane's case, her instruction in reading in the elementary grades had to be adapted because she needed more concrete examples of what words signify than did pupils in the regular classes who were better at abstraction. Her teacher used a linguistic reading series and showed her lots of pictures to illustrate vocabulary. Jane had more drills to reinforce what she was learning than did the pupils in the regular classes.

Because Jane's motor skills were weak, her early teachers also worked with her on letter formation. For a short time, she was placed in an adaptive physical- education class to improve her gait.

In first, second, and third grade, she studied art and music with pupils in the regular classes because the Greenwich public schools are committed to the principle of ''mainstreaming.'' By fifth grade, Jane had made such strides in overcoming her disablity that she could study science and social studies with pupils from the regular classes as well. ''Jane is one of our success stories,'' said Mrs. Hiles. ''Each year pupils do. Her social development also was good. She became less withdrawn and began to make friends.'' In September 1982, Jane entered junior high school where she was enrolled in even more mainstream classes. In seventh and eighth grades, she was enrolled in a self-contained English class but by ninth grade, her reading skills had improved so much that she was able to be placed in a regular class. Pat Brennan, her current English teacher, thinks it was a good placement. ''Regular classes have helped increase her sense of self- esteem,'' she said. ''She is now reading 'Of Mice and Men' and all the other novels the other students do.''

Jane still needs special help, however. It is difficult for her to write essays and so she takes part in the learning-resource center where she and the teacher work on developing topic sentences.

''Students at this age often do not know how to structure their learning and in Jane's case, this difficulty is more pronounced,'' said Jean Goebelbecker, the learning-resources-center teacher. ''She and I work out strategies such as writing out definitions of terms so that she can prepare for tests in subjects like science.''

For three years Jane has had the same adviser - Josephine Gleeson - who has given her help in math, her weakest subject. Twice a week, she receives speech therapy for a stutter. She and two other girls also work on inductive reasoning and other skills in these sessions.

''We do a lot of role-playing to teach these children how to become their parents,'' explained Pat Ginsberg, a speech and language pathologist. ''We work on how they will handle social situations like asking a teacher for help or returning an item to the store so that they will feel more comfortable and hopefully more fluent.''

Jane's parents and school officials are exploring what kind of curriculum Jane should pursue in high school. One possibility is a career program. Another is a mainstream academic program with special help from a resources room, and still another is a special mainstream program in English and social studies.

''Jane has lots of options,'' said Myra Burstein, coordinator for special education at the secondary level. ''She has come a long way since her disability was discovered and she has a bright future.''

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