Complete the special education transition plan using case study Elijah Johnson.
Case Study 1: Elijah Johnson
Demographics
Name: Elijah Johnson
Age: 14
Race: African American
Location: Shelby County, TN
Disability: Learning Disability (Dyslexia)
Background
Elijah is a bright and enthusiastic student who enjoys storytelling and has a vivid imagination. He has been diagnosed with dyslexia, which makes reading and writing challenging, but he compensates with his strong verbal skills and creative thinking.
Strengths and Interests
Creative Writing: Elijah loves to create stories and often shares them verbally with his friends and teachers.
Artistic Talent: He enjoys drawing and uses visual art to express himself, often illustrating his stories.
Strong Social Skills: Elijah has a knack for engaging peers in discussions and is known for his sense of humor.
Student Interest Inventory Responses
1. Favorite Activities: Drawing, storytelling, playing video games.
2. Favorite Books: Graphic novels and fantasy stories; enjoys “Harry Potter” and “Dog Man.”
3. Favorite Games: Story-based video games and board games like “Catan.”
4. Goals for High School: To become a published author and improve his reading skills.
5. Family Input: Malik’s parents encourage his creativity and support his participation in art classes.
Needs and Areas to Grow
Elijah requires support in developing his reading fluency and writing skills. He struggles with decoding words and organizing his thoughts on paper, which can lead to frustration and decreased confidence in academic settings.
Impact of Disability
His dyslexia has affected his ability to complete written assignments, which sometimes hinders his overall academic performance despite his strong verbal skills. This gap can lead to a lack of motivation in traditional reading tasks.
Post-High School Goals
Elijah hopes to attend college to study creative writing and pursue a career as an author, focusing on children’s literature.
Support Strategies
Multisensory Learning Approaches: Use audiobooks and visual aids to support reading comprehension.
Peer Collaboration: Encourage group projects that allow Elijah to share his creative ideas while minimizing writing tasks.
Positive Reinforcement: Provide regular feedback to boost his confidence and encourage risk-taking in his creative endeavors.
Case Study 2: Aisha Patel
Demographics
Name: Aisha Patel
Age: 14
Race: Indian American
Location: Shelby County, TN
Disability: Autism Spectrum Disorder (ASD)
Background
Aisha is a thoughtful and observant student who excels in science and mathematics. She has autism, which impacts her social communication skills, but also allows her to focus intensely on her interests.
Strengths and Interests
STEM Enthusiast: Aisha is particularly interested in robotics and coding, often participating in afterschool programs.
Detail Oriented: She has a keen eye for detail, which makes her excellent at problem-solving in math and science.
Visual Learning: Aisha responds well to visual supports and diagrams.
Student Interest Inventory Responses
1. Favorite Activities: Building robots, coding, and conducting science experiments.
2. Favorite Books: Science fiction novels, especially those related to technology.
3. Favorite Games: Puzzle and strategy games, like “Portal” and “Chess.”
4. Goals for High School: To join the robotics team and pursue a career in engineering.
5. Family Input: Aisha’s parents encourage her STEM interests and support her participation in tech camps.
Needs and Areas to Grow
Aisha needs support in developing her social communication skills and navigating social interactions. She can sometimes struggle with understanding nonverbal cues and maintaining conversations.
Impact of Disability
Her autism affects her ability to engage in social settings, which can lead to feelings of isolation. However, her strong focus and commitment to her interests allow her to excel in structured, familiar environments.
Post High School Goals
Aisha aims to attend a university to study engineering and hopes to work in the field of robotics or computer science.
Support Strategies
Structured Social Skills Training: Provide opportunities for Aisha to practice social interactions in safe environments.
Hands-On Learning Opportunities: Engage her in project-based learning, especially in STEM, to leverage her strengths.
Visual Supports: Use graphic organizers and visual schedules to help her manage daily tasks and transitions.
Case Study 3: Javier Ramirez
Demographics
Name: Javier Ramirez
Age: 14
Race: Hispanic
Location: Originated from Los Angeles, CA, recently moved to Shelby County, TN
Disability: Attention Deficit Hyperactivity Disorder (ADHD)
Background
Javier is a dynamic and energetic student who has recently relocated from Los Angeles. He has ADHD, which affects his focus and impulse control, but he brings a lively spirit to the classroom.
Strengths and Interests
Athleticism: Javier excels in sports, particularly basketball, and is known for his teamwork and leadership on the court.
Creative Problem Solver: He often thinks outside the box and can come up with innovative solutions during group work.
Culturally Rich Background: Javier enjoys sharing his cultural heritage and often engages classmates in discussions about his experiences.
Student Interest Inventory Responses
1. Favorite Activities: Playing basketball, skateboarding, and hanging out with friends.
2. Favorite Books: Action and adventure novels; enjoys the “Percy Jackson” series.
3. Favorite Games: Sports video games like “FIFA” and “NBA 2K.”
4. Goals for High School: To make the basketball team and improve his grades.
5. Family Input: Carlos’s family supports his sports activities and encourages him to stay active.
Needs and Areas to Grow
Javier needs support in improving his organizational skills and focus in the classroom. He sometimes struggles to complete assignments on time and can be easily distracted.
Impact of Disability
His ADHD affects his ability to maintain attention during lessons and manage time effectively, which can lead to incomplete work and missed deadlines.
Post-High School Goals
Javier hopes to earn a scholarship to play basketball in college and study sports management or physical education.
Support Strategies
Movement Breaks: Incorporate short physical activity breaks during lessons to help Javier channel his energy positively.
Flexible Seating: Allow Javier to choose seating arrangements that facilitate his focus, such as standing desks or alternative seating.
Engagement through Interests: Use sports-related examples to connect lessons to his interests, keeping him motivated.
Case Study 4: Chen Wei
Demographics
Name: Chen Wei
Age: 14
Race: Han Chinese
Location: International student from Beijing, China, attending school in Shelby County, TN
Disability: Speech and Language Impairment
Background
Chen Wei is an international student who recently moved to the United States. He has a speech and language impairment, making it difficult for him to articulate his thoughts clearly, especially in English.
Strengths and Interests
Cultural Exchange: Chen enjoys sharing stories and traditions from his home country, enriching the classroom experience for his peers.
Interest in Technology: He is fascinated by video games and computer technology, which he often uses to communicate with friends.
Visual Communicator: Chen excels in using visual aids and technology to express his ideas, such as through presentations or art.
Student Interest Inventory Responses
1. Favorite Activities: Playing video games, drawing, and learning about technology.
2. Favorite Books: Comic books and graphic novels that help him visualize stories.
3. Favorite Games: Strategy games like “Minecraft” and “League of Legends.”
4. Goals for High School: To improve his English skills and join the technology club.
5. Family Input: Chen’s family supports his interests in technology and encourages his participation in group activities.
Needs and Areas to Grow
Chen needs support in developing his spoken language skills and building confidence in communication. He often hesitates to participate in discussions due to his speech challenges.
Impact of Disability
His speech and language impairment affects his ability to engage fully in classroom discussions and present ideas verbally, which can lead to feelings of frustration and isolation.
Post-High School Goals
Chen aims to attend college to study computer science, with hopes of becoming a software developer or working in the tech industry.
Support Strategies
Language Support Services: Provide targeted speech therapy sessions to work on articulation and vocabulary building.
Technology Integration: Encourage Chen to use apps and tools that support communication, such as speech-to-text software.
Peer Support: Pair him with a buddy for collaborative projects to enhance social interaction and language practice.
Case Study 5: Emma Davis
Demographics
Name: Emma Davis
Age: 14
Race: Caucasian
Location: Shelby County, TN
Disability: Emotional and Behavioral Disorder (EBD)
Background
Emma is a bright student with a passion for creative writing and poetry. She has an emotional and behavioral disorder that frequently leads to difficulties in managing stress and emotions in the classroom.
Strengths and Interests
Creative Writing: Emma expresses herself beautifully through poetry and short stories, often sharing her work in class.
Empathy and Insight: She demonstrates a strong ability to understand others’ feelings and often advocates for her peers.
Artistic Talent: Emma enjoys visual arts and often integrates her artistic skills into her writing projects.
Student Interest Inventory Responses
1. Favorite Activities: Writing poetry, painting, and listening to music.
2. Favorite Books: Young adult fiction; enjoys authors like John Green and Ellen Hopkins.
3. Favorite Games: Interactive storytelling games and creative apps.
4. Goals for High School: To publish her poetry and join an art club.
5. Family Input: Emma’s family encourages her artistic pursuits and supports her involvement in creative workshops.
Needs and Areas to Grow
Emma needs support in developing coping strategies for managing her emotions and building resilience in stressful situations. She sometimes struggles with anxiety, which can lead to disruptive behaviors.
Impact of Disability
Her emotional and behavioral disorder can lead to challenges in maintaining focus and participating consistently in class, impacting her academic performance despite her strong abilities.
Post High School Goals
Emma hopes to attend a university to study creative writing and psychology, with aspirations to work as a counselor for young people or publish her work.
Support Strategies
Social Emotional Learning Programs: Incorporate SEL activities to help Emma develop coping strategies and emotional regulation skills.
Creative Outlets: Provide opportunities for her to share her writing through school publications or open mic events, fostering self-expression.
Individualized Check Ins: Schedule regular one-on-one meetings to discuss her feelings and experiences, providing a supportive space for her to express herself.
