The Case of Cory Rachel A, Vincenzo, Marisa, & Marcello

1. Summary of the Case

1.1. Cory has had an inconsistent childhood including an abduction, custody issues, and being pulled in and out of foster care several times. CAS has now made an application to have him become a permanent ward. Cory is 10 years-old and enrolled in a grade 3/4 split class; however, he has missed a year of school due to this turmoil. Cory reads very poorly, his writing abilities reflect that of a much younger student and his performance in math varies. In addition, Cory has medication for TB, a hearing impairment, and both English and Spanish were spoken to him as a child. His teacher believes he has an "articulation problem", but a speech consultant determined that this was likely just due to mixing English and Spanish. Cory is very timid and this may influence his challenges in school. Cory's social worker perceives these issues as a "learning disability", but most other parties believe Cory needs love and stability primarily, before a learning diability could be diagnosed and that a diagnosis could cause even more change and instability. Cory's principal is strongly against a learning diability diagnosis because she believes there are alternative solutions for Cory. The IPRC is open to listening to arguments for and against diagnosing Cory with a learning diability. (Bennett et al., 2019, p. 145-146).

2. Connections to Course

2.1. Learning Disability

2.1.1. Cory may be experiencing a processing language disorder (Bennett et al., 2019, p. 149). He has difficulty reading and writing - a possible consequence of poor information processing.

2.1.2. Cory may be experiencing a central auditory processing disorder (Bennett et al., 2019, p. 149). Due to his hearing impairment, Cory may not be accurately processing auditory signals. He displays timidity in school; this may be a result of an over-stimulating noisy environment causing language to be "distorted" (Bennett et al., 2019).

2.2. Working Memory

2.2.1. "Working memory is the workbench of the memory system" (Woolfolk et al., 2020, p. 274). Cory has experienced trauma (abduction, custody, foster care) which has been stored in his long-term memory. Components of working memory function within long-term memory; therefore, over-stimulation may be occurring as a result.

2.2.2. The central executive component of working memory is responsible for cognitive functioning such as: "focusing attention, reasoning, and comprehension" (Woolfolk et al., 2020, p. 276). Cory's poor reading and writing skills may be a cause of a weak central executive memory system.

2.2.3. The phonological loop holds verbal and auditory information (speech and sounds) for 1-2 seconds in the working memory. Cory's hearing impairment could limit the amount of information that he receives meaning that his phonological loop does not provide sufficient information to be combined with the "visual/spatial sketchpad" and "episodic buffer" (Woolfolk, 2020, p. 276).

2.3. Self-Efficacy

2.3.1. Self-efficacy is defined by "our beliefs about our personal competence or effectiveness in a given area" (Woolfolk, 2020, p.390). Cory's timidity leads us to believe that he is not confident in his academic abilities. Lower self-efficacy is associated with poor academic skills; this is evident in his poor language and math abilities.

2.3.2. Teachers and staff may model self-efficacy through social persuasion (Woolfolk et al., 2020) which involves positive feedback and/or reinforcement to Cory. Fostering an environment of growth mindset might benefit Cory's overall self-concept. Growth mindset is the belief that hard work and dedication foster academic development - this is encouragement that Cory requires.

2.4. Strategies

2.4.1. Differentiated instruction (tailoring to individual needs) will provide Cory with the support he needs in the classroom (Bennett et al., 2019). According to lecture, this can be done by "interest, readiness, and learning preferences" (Lecture 3, September 19th, 2019). Therefore, Cory should have some choice in his learning, participate in flexible learning groups, and engage in respectful tasks. This requires his teacher to build a personal and meaningful relationship with him in order to effectively differentiate instruction.

2.4.2. Universal design for learning "is improved access for persons with disabilities is improved access for all" (Lecture 3, September 19th, 2019). Any accommodations made for Cory will benefit the class entirely. This may include: visual cues, extra time for assignments, a microphone, and technological resources.

2.5. Assessment

2.5.1. In order for Cory to be successful, "multi-method assessment approaches" should be utilized (Lecture 4, October 3rd, 2019). Forms of assessment may include: observations and conferences with teacher. Due to Cory's lag in English language learning, standardized assessments are not currently appropriate; rather, oral assessments may be more meaningful.

2.6. Slight Loss of Hearing

2.6.1. Cory’s apparent struggles with articulation could be related to his slight hearing loss. These could be correlated because an indication of hearing loss in students is poor articulation, especially of consonants. This could also play a role in Cory’s struggles with reading and writing because he does not have as much auditory input to model sophisticated syntax and word choice. (Bennett et al., 2019, p. 234).

2.6.2. Cory’s success in school could also be tied to learning communication approaches and supports that would help him overcome his slight hearing loss. These strategies could help Cory improve in the other language strands like reading and writing because students who have hearing loss often lag in reading and other areas. If Cory was taught some oral approaches such as Speechreading (where messages from speech are interpreted from reading lips and facial expressions), or Auditory Training (where students are explicitly taught how to “listen” not just hear). The improvement of Cory’s auditory listening skills could have a direct impact on all other areas of language. (Bennet et al., 2019, p. 238, 241).

3. Sources:

3.1. Bennett, S., Dworet, D., Gallagher, T. L., & Somma, M. (2019). Special education in Ontario schools. (8th ed.). St. David’s, ON: Highland Press.

3.2. Woolfolk, A., Winne, P., Perry, N. (2020). Educational psychology: 7th Canadian Edition. Toronto: Pearson.

4. Teacher

4.1. As Cory's teacher, I am very concerned with his academic standing. He has missed an entire year of school and is currently enrolled in my grade 3/4 class. Primary years of education are critical for reading and mathematical development. All the school he has missed has impacted these abilities. His printing and story-content is juvenile as he struggles with speech delivery. In conjunction with his missed school, poor reading and inconsistent math, Cory has difficulties hearing. From this, I can extract that he has an "articulation problem" and may require further assistance in an academic setting.

4.2. One of the "7 Fundamental Principles" as outlined in Growing Success (2010) states that teachers are to "support all students" [particularly those with an alternative first language] as well as modify the curriculum based on student "needs". It is my role to petition for an Individualized Education Plan for Cory, potentially modifying the grade 3/4 curriculum in a grade 1/2 context [as he has missed a year of school]. Moreover, I must consider his non-academic upbringing - i.e. foster care, TB and primarily Spanish linguistic ability in my adaptation of the curriculum. Perhaps, within the grade 2 Reading strand, I may utilize specific expectation 1.1 which states: "read some different literary texts (e.g., poetry, folk tales, fairy tales from diverse cultures, stories, books from home in their first language)" (p. 53). Beginning with where he is familiar, might foster confidence and allow him to develop outside of his current timidity. I will conference with Cory about reading a story to me in his native tongue to assess his non-English reading skills (as he struggles reading English at his developmental grade level).

4.3. Consistency is a problem for Cory. Having been placed in various foster homes, and consequently, moving schools has delayed his learning. Routine and stability are fundamental to learning in the primary grades. Self-regulation is an early taught skills that is fostered within the confines of routine. Labeling Cory as having a Learning Disability might negatively contribute to the routine he is starting to build in my classroom. Nevertheless, he requires computational, reading and writing assistance - he will benefit greatly from an IEP. Having some one-on-one time during the day (daily) with a resource teacher will help Cory establish a routine and build a relationship with a trusted adult. The lack of early attachment might cause Cory to be timid as, ultimately, he is weary about who he can trust. The home-school connection is critical for all students - in this area, we are lacking. To compensate for this, perhaps Cory would benefit from being in my class for an extra year (as his homeroom teacher), or get involved in one of our after-school programs (clubs, sports, extra-curricular).

4.4. Many in-class accommodations should be made for Cory. Beginning with his hearing deficit, I will begin to use visual cues and prompts to obtain and retain his attention. Perhaps, during transitory class times, I will use cue-cards with various pictures and symbols indicating what he must do next (i.e. a playground image indicating recess break). Doing this might also foster stronger reading skills - as he must decode the cue-cards. I hope to incorporate technological assistance for his hearing as well - perhaps a microphone in the classroom. Other beneficial technology might be speech to text (as he has trouble printing). Using an iPad and a keyboard, Cory might be able to photograph moments (documentation) and/or utilize Microsoft Word for text production. Moreover, it is important to note that he has a limited number of experiences allowing him to refer to when writing stories. The trauma of his early abduction may have impeded his ability to recollect memories - as a coping mechanism. For this reason, his stories may be juvenile; as such, I will conduct read-loud's (of various genres), utilize news articles, and other forms of print to enrich his (and his classmates) experiences. Giving Cory this exposure might support his developmental story-telling. I will be sure to seat Cory toward the front of the class so I can frequently check-in with his progress.

4.5. I am deeply saddened and frustrated by Cory's experience. Regardless of diagnosis, he deserves some additional support inside and outside the classroom. Certain accommodations, however, would benefit the class as a whole. I am a firm believer in Universal Design for Learning - this is the notion that an adaptation for one could benefit the class as a whole. For example, conducting read-a-loud's to enrich Cory's experience will positively impact the class' overall reading ability. Students will all follow along and be asked thought-provoking questions throughout. Exposing Cory to diverse stories to relate to and spark his interest will also benefit the class as a whole. Canada is a culturally diverse nation - all children should be exposed to issues relating to diversity. Nevertheless, the one-on-one support would benefit Cory's ability to articulate better, across curricular objectives. In this support, a resource teacher may utilize more introductory texts to facilitate better understanding. Upon developing a trusting relationship (by feeling like a competent reader) Cory may better articulate and navigate his expected curricular grade level.

5. Principal

5.1. As the principal, I think it would be absolutely irrational and irresponsible to diagnose Cory with a learning disability right now. Cory has had a tumultuous upbringing thus far and this must play a role in our considerations for Cory’s future. I can sympathize greatly with a young boy who had scarring experiences with his parents and then was shipped around foster care and 11 different schools. On top of that, Cory has the additional dealings of TB and a slight loss of hearing to overcome. What Cory needs more than anything, especially another diagnosis that will add even more change and inconsistency in his life, is stability, love, and support. A safe, stable home is essential for Cory and I believe that will play the biggest role in his future success. Once that is accomplished, we can see if Cory can begin to overcome his timidity and hopefully begin to flourish academically with proper supports. In order to increase Cory’s stability, I will ensure that his current teacher has him in their class again next year. This will provide Cory with a consistent adult figure that he can rely on who knows his needs.

5.2. Diagnosing students with learning disabilities is a cop out method that I will not allow. Cory’s case evidently has other more relevant and valuable solutions, that I will happily detail in a moment, than adding another label to this poor child. The IPRC must consider all the social and physical factors that are in play with Cory before suggesting that all his scholastic struggles are the result of a learning disability. While an IEP created by the IPRC would help us (the school) get Cory the assistance he needs, a learning disability diagnosis is inappropriate at this time.

5.3. We must consider that students with some form of hearing loss perform lower than peers in readings and other language skills, therefore Cory’s slight hearing loss could be affecting his performance in reading, writing, and math. We should get Cory explicit instruction in things like speechreading and auditory training which could help reduce the impact his loss of hearing has on him. The IPRC should also be looking into accommodations like preferential seating close to the teacher and having instructions printed out with pictures for him rather than just slapping a learning disability label on him. We must give Cory these opportunities, instructions, and resources to see if it is his hearing loss that is contributing to his struggles in school.

5.4. There are other ways in which an IEP can be developed for Cory without the need to label him with a learning disability. As I mentioned above, accommodations like explicit speechreading instruction, preferential seating, and pictorial instructions could do wonders for Cory and we must see their impact before moving forward with learning disability assessment. In addition, there are other accommodations that the IPRC could include in Cory’s IEP such as assistive technologies. As the principal, I will make sure that Cory has access to a computer in his classroom that he can always access. A computer would allow Cory to type rather than write and with programs such as Google Read and Write he could convert text to speech and speech to text for Cory which would facilitate reading and writing for him. This way we could begin to measure Cory’s actual language abilities before making any drastic decisions about labels. Another note that should be included in Cory’s IEP before any mention of a learning disability, is that he should be given leadership opportunities amongst his peers. This will help Cory overcome his timidity and teach him that he matters in the classroom.

5.5. If necessary, I would also recommend the IPRC look into modifying Cory’s language and math curriculums to better suit his needs and ability levels. Let us not forget that Cory has missed an entire year of schooling which means he has spent 25% less time in school than his peers! That is a very substantial amount of time, so it is no wonder that Cory is currently struggling to keep up! I think it would be fair to say that his work may resemble that of a younger student because that is about how much schooling he has actually had. We should acknowledge this circumstance and see if modifying Cory’s expectations in language and math helps improve his performances.

5.6. There are even supports that the school can provide for Cory even before an IEP is formalized. There shouldn’t be any problems for us to provide Cory with a laptop and programs such as Google Read and Write immediately. In addition, since Cory is struggling in language, I would recommend some LLI (Leveled Literacy Intervention) programming for him. LLI can be started almost immediately, before the IEP is finalized. LLI is short, daily, small group literacy intervention that can improve students’ skills quickly. LLI would be a suitable program for Cory to start and we can monitor to see if this has a positive influence on his language abilities.

6. Student

6.1. Cory’s lack of achievement and being below the standard has to do with many variables. These variables include his parents not being supportive, which led to the Children’s Aid Society intervening. Also, for 3 years he was moved like an object through foster care settings. Additionally, to the outside school life Corey has missed a year of school with illness CP, having a hearing impairment, and now Corey is being the standing in printing, reading and math. Cory would be very insecure and timid with the lack of love and language ability, he would additionally feel inferior to all his peers as he is below them in academics as well as health.

6.2. If I were in Cory’s shoes, I would honestly feel depressed from my parents splitting up, not being able to live with them, and never having the feeling that I would be able to call the place I am living at “home”. I would additionally feel inferior and stressed because my school is far below my classmates: as I am trying to catch up after missing a year of school. I additionally would feel timid in the classroom as I have trouble comprehending when teacher is teaching.

6.3. From Cory’s outlook, I believe he wants positive reinforcement, he wants honest appraisal in an assignment, that will make him feel equal to his peers, not inferior. He wants his teacher to be a consistent figure in his life that supports and helps Cory catch up to his peers. Being near the front of the class and my teacher speaking at an appropriate pace so I can comprehend would be a solution.

6.4. The action to these feelings, would be not participating in class, and not interacting with my peers by isolating myself at recess, and would not contribute to group activities. I may also respond asking my teacher for help as I want to feel more equal to my peers, or another response maybe giving up and not completing my work.

6.5. I would not be looking for any learning disabilities for Cory, I would be looking at potential accommodations for his hearing impairment, and modifications in his assignments as he has missed a year of school and is behind his peers. Teacher should think of interests scaffold the assignment for Cory to succeed and the success to be recognized by his peers. Additionally, I believe getting Cory involved in extra curriculars and having the feeling as apart of a team/ club will make him feel wanted/loved which will boost his confidence.

7. Guardian

7.1. As Cory's current guardian, I am very concerned for his well-being and educational needs. He has experienced significant amounts of trauma in his past (when abducted) and has had little to no consistency in his life. He has bounced around schools and foster homes and doesn't truly feel loved or supported as a result of all the inconsistencies in his lifetime.

7.2. Specifically when considering Cory's academic abilities, I do not think that we can jump to the conclusion that he has a learning disability. We all agree that a part of his learning difficulties is a consequence of his timidity, an attribute likely correlating to the hardships he has faced in his past. By identifying him as having a learning disability we are putting a band aid on the bigger problem. We are covering up the broken English he spoke as a child, the trauma he has experienced, and the lack of affection he's received. Research from Mary Ainsworth indicates that children who experience insecure attachments are more apt to have lower academic achievement and shorter attention spans when compared to peers who experience secure attachments. Thus, doesn't this eradicate the possibility of a learning disability as he clearly has not grown up in an environment that promotes or instills confidence/academic achievement.

7.3. Prior, to considering the diagnosis of a learning disability I believe that we must get him in a supportive, loving, secure, and permanent environment. This will ensure that he no longer will have to transfer schools nor foster homes. A diagnosis of a learning disability does little for him if he continues to live in an unstable environment. Stability is what this boy needs as it will correlate with development of his self-esteem, confidence, and academic ability.

7.4. I would like to get in further communication with Cory's teacher/principal to discuss how we can support his academics/well-being. I would like to receive information about what specifically he is struggling in and what skills need to be further enhanced so that he can be successful in the grade 3 curriculum. I understand his skills appear to be lower than his grade level; however, how much lower are they and how can these skills be worked on outside of the school environment to enhance his abilities? I would also like to discuss with the principal the possibility to have Cory in his current teachers' classroom in future years. He needs some consistency so that he can build a strong relationship with both his classmates and teachers. I believe that this is the only way we will see growth within his academics as he will finally have the support and affection he needs.

7.5. Once Cory has been placed in a permanent foster home, I believe that further communication with the principal/admin should be made to discuss how Cory's learning can be supported further. Ideally, my plan of action would be to wait to assess Cory for a learning disability until one school year following his permanent residence as this provides him with the opportunity to become settled, build trust, and develop relationships with his foster family. This in turn, would support his education as he would remain at the same school where he could further develop his academic/social skills. If little progress is made in Cory's abilities after this year, I would then consider assessing him for a learning disability.

7.6. In this one year period (from when he gets his permanent foster home to when he may be assessed for a learning exceptionality) I have some strategies that I believe may support his growth. Evidently, modifications should be made for him with respect to the language arts as he currently demonstrating both reading and writing skills significantly below standard. This process I understand can be lengthy and thus there are also several accommodations that can be made to further support his learning needs. Firstly, I believe that he should be sitting close to the front of the classroom due to his slight hearing impairment. If he is sitting in the back of the classroom he may get lost due to the inability to hear his teacher. This is known otherwise as preferential seating. Written instructions and the use of visuals may also be beneficial due to the hearing impairment that Cory experiences. Other accommodations may include the use of technology as his printing may be hindering his ability to produce quality work. His mental work bench is filled by the production of letters that he is left with little space to produce quality stories. Finally, I believe that Cory may benefit from extra time during assessments (with further support from a scribe) as this will provide him with the time he needs to produce grade appropriate responses.

7.7. Finally, I believe that Cory may benefit from some LLI support or some form of guidance from a learning resource teacher. This form of support would help Cory develop his language skills which would further promote his achievement in language arts. I believe that this would help him become more confident and independent in the classroom as with increased reading abilities he will be able to engage in tasks more successfully as an independent thinker.