CASE STUDY

A case study of a year 10 student on school action plus in a selective secondary school

Table of Contents

Introduction, focus and overview3

Needs analysis and justification3

Professional Autobiography4

A critical review of the literature and exemplar models of practice7

The methods of data collection and analysis and justification11

The evidence14

The analysis of the evidence15

Impact of the action research project17

Learning outcomes evaluation17

Conclusion and ways forward22

Bibliography24

A case study of a year 10 student on school action plus in a selective secondary school

Introduction, focus and overview

many teachers feel they have not received training to instruct children with these kinds of learning disabilities. Additionally the pressure secondary education instructors feel to carry out educational plans. The authors address the issues of the scarcity of time to collaborate and the shortage of secondary education instructors. These difficulties magnify the fact regular education instructors are ultimately responsible for implementing strategies in the secondary education classroom.

The child I observed has been let down by the system and after receiving his diagnosis in 2008 the system has not been put in place. He is a very intelligent student who struggles daily with his disabilities. I worked with him for 3 hours a week supporting him personally and with his schoolwork, coursework, organisational skills and self esteem. It was evident how he improved in his grades and general well being. I interviewed each of his teachers who all have concerns about him reaching his potential in his Gcses each teacher needed some level of support with him and his coursework. The teachers and his peers are very supportive although he chooses to be alone when he can. He spends his lunch hours with the other boy with aspergers in a classroom and constantly questions why this student has support and is allowed to do 3 less subjects. This is because he has the funding to do 1-1 social skills in these free periods.

Needs analysis and justification

The following evidence will be taken into account when a request for statutory assessment is considered:

• Monitoring by the school of the child's progress over a period of time (covering at least two reviewed provision maps or IEPs) and with the involvement of a specialist service, including evidence of any changes in strategies and programmes as a result of that monitoring.

• Relevant and purposeful intervention at Early Years Action Plus, including identification of need over a period of time, in accordance with Early Years Foundation Stage guidance and/or recording assessment through intervention using an equivalent age appropriate developmental checklist and involvement of a specialist service, implementation and review of at least one personalised provision map or IEP at Early Years Action Plus.

• Involvement of the link educational psychologist or specialist teacher whose advice has been used in devising appropriate strategies and programmes. Advice from other relevant specialist services, eg. speech and language therapists, CAMHs or physiotherapists may also be required. Clear indication of the impact of the strategies in place on the child's learning and/or behaviour.

Professional Autobiography

Following are the 3 teacher interview responses regarding ...