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Case Studies of Students with Speciﬁc Educational Support Needs Key questions and answers for future teachers

Diana Marín Suelves Inmaculada Fajardo Bravo Patricia Pardo Pulido (Coordinators) Patricia Pardo Pulido (Translator)

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Case Studies of Students with Specific Educational Support Needs Key questions and answers for future teachers

Diana Marín Suelves, Inmaculada Fajardo Bravo and Patricia Pardo Pulido (Coordinators) Patricia Pardo Pulido (Translator)

Índex

Introduction .................................................................................................................... 11 Guidelines for the resolution of a case ........................................................................... 13 Historical overview and curricular and organisational aspects ...................................... 17 Case 1. Historical periods ....................................................................................... 17 Case 2. Father Jofre ................................................................................................. 18 Case 3. Amira .......................................................................................................... 19 Case 4. Tomás ......................................................................................................... 20 Case 5. Ferran and Lluna ........................................................................................ 21 Case 6. Carlos.......................................................................................................... 22 Case 7. Antonio ....................................................................................................... 23 Case 8. Andrea ........................................................................................................ 24 Case 9. Pau .............................................................................................................. 25 Case studies of students with Specific Learning Disorder ............................................. 27 Case 10. David (Resolved) ...................................................................................... 27 Case 12. Pedro ......................................................................................................... 30 Case 12. Lucía ......................................................................................................... 32 Case 13. Martín ....................................................................................................... 34 Case 14. Estela ........................................................................................................ 36 Case studies of students with Attention Deficit Disorder with Hyperactivity or Behavioural Problems .................................................................................................... 39 Case 15. Marta (Resolved) ...................................................................................... 39 Case 16. Simon........................................................................................................ 44 Case 18. Marcos ...................................................................................................... 47 Case 19. Rubén........................................................................................................ 48 Case Studies of students with Intellectual Disabilities ................................................... 51 Case 20. “Heterogeneous group" (Resolved) .......................................................... 51 Case 21. María ........................................................................................................ 54 Case 22. Marina ...................................................................................................... 57 Case 23. Marilia ...................................................................................................... 60

Case studies of students with Autistic Spectrum Disorders ........................................... 61 Case 24. Eloi (Resolved) ......................................................................................... 61 Case 25. Laia ........................................................................................................... 65 Case 26. Juan ........................................................................................................... 66 Case 27. Carlota ...................................................................................................... 67 Case 28. Lucas ........................................................................................................ 69 Case 29. Teresa ....................................................................................................... 70 Case studies of students with High Abilities .................................................................. 71 Case 30. Ricardo (Resolved) ................................................................................... 71 Case 31. Mauro ....................................................................................................... 75 Case 32. Vera .......................................................................................................... 76 Case 33. Enrique ..................................................................................................... 78 Case 34. Matilde...................................................................................................... 80 Case studies of students with Motor Disabilities ........................................................... 83 Case 35. Aroa (Resolved) ....................................................................................... 83 Case 36. Kevin ........................................................................................................ 86 Case 37. Hugo ......................................................................................................... 87 Case 38. Cristina ..................................................................................................... 89 Case 39. Silvia ......................................................................................................... 91 Case studies of students with Visual Disability ............................................................. 93 Case 40. Maite (Resolved) ...................................................................................... 93 Case 41. Santi .......................................................................................................... 99 Case 42. Joel.......................................................................................................... 101 Case 43. Anna ....................................................................................................... 104 Case studies of students with Hearing Disability ......................................................... 109 Case 44. Bernat (Resolved) ................................................................................... 109 Case 45. Margarida ............................................................................................... 113 Case 46. Empar ..................................................................................................... 115 Case 47. Dídac ...................................................................................................... 117 Case 48. Neus ........................................................................................................ 118

List of References: assessment tests and intervention programmes ............................. 121 Acknowledgements ...................................................................................................... 125

Introduction We are pleased to present this book entitled "Case Studies of Students with Specific Educational Support Needs", carried out within the framework of the subject Special Educational Needs, as part of the Teacher’s Degrees in Early Childhood Education and Primary Education of the University of Valencia (UV, Spain). The teaching team responsible for its creation comes from the departments of Didactics and School Organisation (DOE) of the Faculty of Philosophy and Educational Sciences, as well as the department of Developmental Psychology and Education of the Faculty of Psychology and Speech Therapy of the same university, The aim of this publication is to respond to the need for comprehensive training of future teachers. In order to achieve this, the relationship between theory and practice is fundamental, which can be achieved through learning based on the resolution of real cases. The cases have been drawn from the professional experience that many of the teachers who impart this subject have accumulated in non-university education, although they are currently working as associate professors, trainee researchers, doctoral assistants, contracted doctors or tenured university lecturers; or have been gathered from close collaboration with external professionals. We would like to thank all of them for their effort and dedication. The objective of this book is to ensure that the training offered in the subject of Special Educational Needs favours the acquisition of the basic knowledge and the development of key competences for the professional performance of future teachers, in an inclusive school, as set out in the state and autonomous community legal regulations and for which we must all get involved. The fact that the material that conforms this case book has been elaborated within the framework of a specific subject, Special Educational Needs, for the Teacher’s Degrees in Early Childhood Education and Primary Education of the UV, does not prevent them from being useful for other subjects of different degrees and universities with similar curricula. Therefore, we encourage teachers and students of other degrees and subjects to make use of this casebook. This book is organised in a first section dedicated to collect a series of guidelines that can orient students in the resolution of the cases that are presented. The rest of the sections correspond to the different specific educational support needs (SEN) that are addressed, and which are established in the Spanish Modified Organic Law for the Improvement of the Quality of Education (LOMLOE, 2020), as specified in Figure 1. For each SEN, you 11

will find several cases briefly described and which are complemented with questions that will help you reflect on them and design educational responses. In addition to these unsolved cases, you will find some which are already resolved and that will serve as examples to develop the remaining ones. At the end of this compendium of cases, we include a list of references to the assessment tests and intervention programmes cited in the text, as well as the acknowledgements to the professionals and organisations that have collaborated selflessly in the process of compiling and writing the cases and their respective educational response measures.

Figure 1. Pupils with SEN according to LOMLOE. Source: own elaboration. Physical

Disability

Psychic

Special Educational Needs

Severe behavioural disorders

Sensory

Late entry into the education system, personal conditions or school history

Severe communication and language disorders

Developmental language and communication disorders

Students with Specific Educational Support Needs

High Abilities

Situation of socioeducational vulnerability Severe lack of knowledge of the language of learning

Attention or learning disorders

Maturational delay

Guidelines for the resolution of a case Before you start, prepare your study and work place Have at your disposal the theoretical handbook of the subject and/or internet access, in order to be able to consult different sources of information. Remember not to use just any information. You should refer to works written by reference authors, classic books and documents published in scientific journals, available for open access or with an agreement with the university, which you can identify through databases such as Scopus, Web of Science or Dialnet. Before you start writing: 1. Read the case several times. The first reading is to put yourself in situation and understand the general data that is explained. In a second reading, underline the data and write down everything you can infer. Read it once more to make sure you have not missed any relevant information. 2. Go to the subject handbook and read the chapters directly related to the case. It may be interesting that, in addition to the topic on the specific educational support needs of the pupil described, you read chapter 2, which presents different measures of educational support for children with special educational needs. It is important that you remember to cite correctly the sources you consult and cite in your response. 3. It is recommended that you refer to the corresponding legal regulations, such as educational laws, decrees, orders or instructions given at the beginning of the academic year. At this point you have not yet started to solve the case, but you have made a comprehensive reading of it and framed or introduced your answer in an appropriate way. 4. Reread the questions and make a brief outline of the answer you intend to give. It is important to read carefully, to be clear about what you are being asked. 5. Based on your outline or script, write your answer demonstrating everything you know. It is important that you introduce definitions, classifications, diagnostic criteria, as well as legal regulations to help justify your answer. In any case, and in coherence with the legal regulations of the Region of Valencia, we propose below a series of principles, considerations and general lines of action for the resolution of the cases.

General principles The National Centre for Educational Innovation and Research (CNIIE), which is linked to the Ministry of Education and Vocational Training of the Government of Spain, proposes that educational inclusion is guided by the following fundamental principles: 1. The school must educate in respect for human rights and, in order to do so, be organised and function in accordance with democratic values and principles. 2. All members of the community collaborate to facilitate individual personal and professional growth and development, as well as development and cohesion among peers and other members of the community. 3. Diversity is seen as a valuable asset that contributes to the enrichment of the entire group and favours interdependence and social cohesion. 4. Equity and excellence are sought for all pupils and their right to share a common educational environment in which all are valued equally is recognised. 5. Educational attention is aimed at improving the learning of all students, and must therefore be adapted to individual characteristics, but without losing sight of the group. 6. Inclusion implies identifying and minimising learning and participation difficulties and maximising the resources for educational attention in both processes. At an operational level, these principles could be materialized as follows: 1. Inclusive education is an unwaivable right. 2. The participation of all sectors of the educational community must be promoted. 3. We talk about educational team: rather than "teaching team". 4. Priority is given to the socialising function of the school: interaction. 5. Diversity enriches the whole group. 6. The reference classroom is the core of the intervention. 7. We opt for a common curriculum that allows, at the same time, personalised attention: Multilevel and Universal Design for Learning (DUA, by its acronym in Spanish). 8. Preventive nature: importance of transition processes. 9. Mobilisation of resources inside and outside schools: relevance of educational guidance; the entire teaching body serves as inclusion support personnel; importance of external factors. Therefore, the general lines of action, based on Article 4 of Decree 104/2018, of 27th July, of the Consell, by which the principles of equity and inclusion in the Valencian education system are developed, should be as follows: 14

1. Identification and elimination of barriers, with special emphasis on the beginning of schooling and transition periods. 2. Mobilisation of resources to increase the school's capacity to respond to the diversity of students and the individualisation of teaching. 3. Commitment to the culture and values of inclusive education, and implementation of these in educational practices. 4. Development of a curriculum for inclusion: a) To stimulate the motivation and involvement of learners. b) To apply multiple means of representation and expression to respond to different learning paces, motivations, interests and circumstances. c) To complement contents and evaluation criteria referring to knowledge, respect and appreciation of personal, social and cultural diversity. d) To use active methodologies and disciplinary and interdisciplinary teaching sequences that promote interaction, collaboration and cooperation. e) To apply participatory processes and instruments for student assessment that facilitate the planning of the educational response, the organisation of support, the qualification of the students or the accreditation of the competences achieved, in order to facilitate their social and labour integration. f) To select and develop curricular and didactic materials that promote interaction, allowing for different levels of participation and learning. g) To carry out the adaptations of the area, subject or module of the specific programmes of attention to diversity, taking as a reference the didactic programmes of the level. h) Likewise, significant individual curricular adaptations must have as a reference the didactic units of the group-class. 5. Finally, do not forget to cite the legal and documentary sources you have consulted, using the latest edition of the American Psychological Association (APA) standards.

Historical overview and curricular and organisational aspects Diana Marín Suelves and M. Isabel Vidal Esteve CRIE Group. Curriculum, Resources and Educational Institutions. Department of Didactics and School Organisation University of Valencia (Spain) Case 1. Historical periods José María López Piñero in his work entitled El Hospital de Ignoscents, Folls e Orats (1409- 1512) and Valencian medicine during the 15th century (2009) explains how José Rodrigo Pertegás, after his documentary research (1927), concluded that Valencian society, prior to the creation of the Hospital dels Ignoscents, Folls e Orats treated people with mental illnesses horribly. They were mocked, persecuted while being shouted "al foll" and stoned. Until the end of the 18th century, in a large part of Europe, they were regarded as "sinners who suffer the punishment they deserve" or as "demoniacs who should be flogged".

Questions 1. Identify the period to which this passage refers and describe the main characteristics, the prevailing model and the practices that were common at that time. 2. Find out whether the Hospital dels Ignoscents, Folls e Orats still exists today and what it is dedicated to.

Case 2. Father Jofre In 1409, Joan Gilbert Jofre delivered a sermon in favour of the treatment of the "mad" as patients, which led to the creation of the Hospital dels Ignoscents, Folls e Orats. He began by saying: “In the present city there is a lot of pious work and of great charity and sustenance: however, there is a lack of something, which is of great need, that is a hospital or house where the poor innocent and furious can be taken in.”

And he concluded:

"For it would be a holy thing and a very holy work that in the city of Valencia a room or hospital be built in which such insane and innocent people could be kept in such a way that they could not wander around the city, nor could they do harm or be harmed."

Questions 1. What were the implications of the creation of this hospital? 2. Research on the figure of Father Jofre and summarise his contribution, contextualising it in that period.

Case 3. Amira Amira is a 4th grade primary school student, attending a regular public school in a town near Valencia since the age of 3. She comes from an Arab country. Her parents run a food shop, but they are not fluent in the school's vehicular language, which is Valencian. She is the eldest of 3 siblings. She has an individual curricular adaptation in the subjects of Spanish, Valencian and Mathematics. She has never repeated. She leaves the regular classroom to receive 5 hours of support with the Therapeutic Pedagogy teacher and receives educational compensation support in the Spanish language. In the afternoons she attends Arabic classes several days and outside school she interacts with children using her native language. When she is in the classroom with her tutor, she has the task of copying all the texts that appear in the textbook. As a result, she has very good handwriting and no spelling mistakes. She is polite, respectful of her classmates and a hard worker.

Questions 1. How do you evaluate the measures that were carried out with this pupil? Would they be possible today? 2. Based on the legal regulations of the Valencian Community, what would be the most appropriate educational response in this case? 3. Would non-promotion be advisable? Why?

Case 4. Tomás Tomás is a pupil in the sixth year of Primary Education, diagnosed with an Intellectual Disability. He repeated the fourth year of Primary. He attends school at a Singular Educational Action Centre in a coastal town in the Valencian Community. He has Significant Individual Curricular Adaptations in all areas except Physical Education and Artistic Education: Plastic and Musical. In the last evaluation session of the school year, several alternatives are put forward. On the one hand, the family expresses their interest in Tomás repeating the year, in order to remain in the same centre, which is a familiar place where he has been since Pre-school. As he is a pupil with interests typical of younger ages, it is considered that he will be well integrated in the class going up to sixth grade. In addition, as the school has only one classroom per year, all the students know each other and share time outside school, many of them being relatives as well. Most teachers at the centre consider that the best option is his schooling in a Specific Special Education Centre in a nearby town. Lastly, the school counsellor thinks that the transition to a Secondary School can be positive for Tomás.

Questions 1. Evaluate the pros and cons of each measure and type of schooling proposed. 2. What actions can be carried out to favour the success of each measure? 3. In the case of being placed in a Specific Special Education Centre, what will be prioritised?

Case 5. Ferran and Lluna In a Special Education Centre, two secondary school students, aged 12 and 13, meet in the girls' bathroom. The tutor, seeing that they are late in returning, goes out to look for them. Meanwhile, the teacher continues in the classroom with the rest of the group, made up of four more pupils, with the routine of washing their hands before going to the dining room. When reaching the toilet area, the teacher notices that they are both inside a bathroom with the door locked. Curiosity has led them to show each other different parts of their bodies, as they tell it.

Questions 1. Should the teacher inform the family, the school leadership team, the rest of the teaching staff? 2. Is it necessary to design a specific intervention on this issue? Or, on the contrary, is it an issue that should not be dealt with at school? 3. If so, what should it consist of? What should its objectives be? To whom should it be addressed? When is it the right time to do it? Who should be involved? What will the role of the students be?