Country Studied: Spain
Types of learning difficulties the Case Study is supporting:
- Reading and writing difficulties
- Social or emotional difficulties
- General or specific learning difficulties
- Neurodevelopmental difficulties
Aims and objectives of Case Study
The aims and objectives of this case study are:
- To showcase an effective multi-method approach for supporting a student with learning difficulties in acquiring English language skills.
- To demonstrate the importance of individualizing instruction and creating a positive learning environment.
- To contribute to the understanding of effective practices for educators working with students with learning difficulties in language learning contexts.
Short description of Case Study
- Age: primary school, doesn’t say specifically.
- Duration: 15 sessions, one hour each, held weekly.
- Setting: Combination of 3 methods:
- “Natural Approach,” “Direct Method,” “Total Physical Response,” and “Suggestopedia.” This creates a guided and active learning environment.
3 Key learning Principles that were used in this Case Study to support learners with LD
Multi-sensory Learning: The case study describes using a combination of methods that incorporate visual aids, songs, flashcards, games, and movement.
Individualized Instruction and Positive Reinforcement: The emphasis on adapting activities to the student’s needs and creating a positive learning environment aligns with this principle.
Structured and Consistent Routines: It mentions using clear routines and predictable structures within the sessions.
Strategies used as part of Case Study
- Adapting instruction to various learning styles.
- Individualized Learning Plans.
- Guidance on creating and implementing individualized learning plans.
- Collaboration with support services and professionals.
- Strategies for modifying or creating teaching materials to suit different abilities.
- Creating a positive and supportive classroom environment.
Results and impact
It focuses on various aspects of learning and engagement. Here’s a breakdown of the categories:
- Lesson 1: This indicates the lesson number, suggesting a series of lessons are being evaluated.
- Routine: This refers to the student’s ability to follow the established procedures or routines of the lesson.
- Feelings: This category assesses the student’s emotional state or engagement during the lesson (e.g., happy, frustrated, bored).
- Numbers: This indicates whether the student can identify, count, or use numbers within the lesson content.
- Colours: Similar to numbers, this assesses the student’s ability to identify, name, or use colours in the context of the lesson.
- Previous Knowledge: This category might be checked if the student demonstrates prior knowledge relevant to the lesson topic.
- Focus of Attention: This assesses the student’s ability to stay focused on the lesson content and avoid distractions.
- Loss of Attention: This tracks instances where the student loses focus or attention during the lesson.
- Comprehension: This evaluates the student’s understanding of the lesson content through observations or interactions.
- Production: This assesses the student’s ability to use the learned material through spoken communication, writing, or completing tasks.
- Final Knowledge: This evaluates the student’s understanding of the lesson content at the end of the lesson, potentially through a short quiz or activity.
Why can this Case Study be useful for the project research?
This case study serves as an example of a multi-method approach that combines several established techniques. It can be analysed the methods used (Natural Approach, Direct Method, etc.) and how they are adapted to the student’s needs.
We can also analyse the specific techniques used (e.g., positive reinforcement, student participation) and their impact on the student’s engagement
Transferability
Fully transferable
Resources used as part of Case Study
This case study uses games as a methodology for learning English as a foreign language but they are not digital.
Critical issues
The case study describes creating a positive and motivating learning environment. This directly addresses affective issues like anxiety and motivation.
The case study details a multi-method approach, which aligns with the idea of strategies meshing together. However, it doesn’t explicitly mention teacher training.
Any additional learning that we can take from this Case Study, example:
The case study emphasizes adapting the program to the student’s specific needs and learning style. This aligns with the concept of response to intervention (RTI), where different instructional approaches are tried before determining the need for special education. The case study demonstrates how RTI can be used to assess an ELL student’s language needs and potential learning difficulties.
The emphasis on a positive and motivating environment with a strong student-teacher bond highlights its importance in supporting student learning.
