Question: Diagnostic and Prescriptive Reading for Students with Disabilities

Objective: The objective of this case study assignment is to allow graduate students to apply their knowledge of diagnostic assessment tools, instructional strategies, and prescriptive interventions for students with disabilities in reading. By analyzing a case study involving a student with specific learning disabilities, students will develop individualized plans to address their unique reading needs.
Case Study Scenario:
You are a special education teacher working in a middle school inclusive classroom. One of your students, Sarah, is a seventh-grader who has been diagnosed with dyslexia and ADHD. Despite receiving special education services for several years, Sarah continues to struggle with reading fluency, decoding, and comprehension. Her standardized test scores are significantly below grade level, and she often becomes frustrated during reading activities.
Assignment Tasks:
1. Case Analysis: Begin by thoroughly analyzing the case study provided. Identify Sarah's specific reading difficulties related to dyslexia and ADHD. Consider her strengths, weaknesses, learning style, and any relevant background information.
2. Diagnostic Assessment: Select and administer appropriate diagnostic assessment tools to gather data on Sarah's reading abilities. This may include measures of decoding skills, fluency, comprehension, phonological awareness, and cognitive processing. Analyze the assessment results to identify Sarah's specific areas of need.
3. Literature Review: Conduct a literature review to explore research-backed strategies and interventions for supporting students with dyslexia and ADHD in reading. Select at least three scholarly articles or books that provide insights into effective instructional approaches for this population.
4. Individualized Education Plan (IEP) Development: Based on your case analysis, diagnostic assessment results, and literature review, develop an individualized education plan (IEP) for Sarah. Your plan should include:
o Specific learning goals and objectives related to reading.
o Evidence-based instructional strategies tailored to Sarah's needs and preferences.
o Accommodations and modifications to support her learning in the general education classroom.
o Collaborative efforts with general education teachers and support staff.
o Progress monitoring and assessment procedures to evaluate Sarah's growth over time.
5. Implementation Plan: Outline how you would implement Sarah's IEP in collaboration with other educators and support personnel. Consider factors such as scheduling, instructional materials, assistive technology, and communication with parents/guardians.
6. Reflection and Evaluation: Reflect on the potential strengths and challenges of implementing Sarah's IEP. Consider how you would address any barriers to implementation and ensure fidelity of instruction. Discuss ethical considerations related to serving students with disabilities and promoting their academic and social-emotional well-being.