FROM STRUGGLE TO SUCCESS: HOW STUDENT-CENTERED LEARNING TRANSFORMED MARIA'S EDUCATIONAL JOURNEY

Introduction

In the realm of special education, the journey from struggle to success often hinges on the development and implementation of personalized learning strategies that are student-interest led, hands-on, and experiential. This case study delves into the transformative educational experience of Maria, a visually impaired student whose academic trajectory was significantly altered through the power of student-centered learning. By examining Maria's story, we aim to shed light on the critical importance of tailored educational approaches for students with visual impairments and demonstrate how SBES, Inc.'s innovative methods can lead to remarkable progress in both academic achievement and personal growth. A fictitious name is used for confidentiality.

The significance of this case study extends beyond Maria's individual success story. It serves as a testament to the transformative potential of student-centered education and highlights the imperative for schools to provide comprehensive support for students with diverse learning needs. As we navigate through Maria's journey, we will explore the intricacies of developing and implementing customized, student-centered IEP goals, the role of ongoing assessments and data-driven decision-making, and the profound impact of collaborative efforts between educators, families, and specialized service providers.

Background: Maria's Initial Challenges

Maria, a 17-year-old high school student, had been struggling with her academic performance for several years due to her visual impairment (Cerebral Visual Impairment-CVI) combined with a cognitive disability and cerebral palsy. Despite her ability and eagerness to learn, Maria found herself falling behind her peers in various subjects, particularly those heavily reliant on visual aids and traditional textbook learning. Maria had not learned how to read even though she could recognize the letters and sounds of the alphabet. Her special education teacher, though well-intentioned, lacked the specialized knowledge and resources to effectively accommodate her unique learning needs. As a result, Maria's self-esteem began to suffer, and she started to withdraw from classroom participation. Her teacher felt that due to Maria’s many disabilities she would never be able to read.

The challenges Maria faced were multifaceted. Maria was placed in a self-contained special education classroom. She was not able to read large print and had lost interest in trying to learn. ?Maria was able to participate in cooking classes, but not able to read recipes. She participated in all her services including Occupational Therapy, Orientation & Mobility, and Adapted Physical Education.

Maria's parents, concerned about their daughter's academic struggles and emotional well-being, sought help from various sources. They quickly realized that while the school was committed to inclusivity, it lacked the specialized expertise needed to fully support a student with visual impairments. It was at this critical juncture that SBES Inc. was brought in to assess Maria's situation and develop a comprehensive plan to address her educational needs.

SBES Inc.'s Assessment Process

SBES Inc.'s involvement began with a thorough assessment of Maria's current educational environment, her specific visual impairment, and her academic performance across all subjects. The assessment process was multifaceted, involving collaboration with Maria, her parents, teacher, and the school administration. This comprehensive approach ensured that all aspects of Maria's educational experience were addressed.

The assessment included tests adapted or designed for visually impaired students, classroom observations, interviews with Maria and her teachers, and a review of her previous academic/medical records. One of SBES Inc.'s Teachers of the Visually Impaired conducted a functional vision and learning media assessment to determine the extent of Maria's usable vision and how it impacted her learning in different contexts. They also evaluated the assistive technologies currently available to Maria and identified areas where additional support could be beneficial.

One of the key findings from the assessment was that Maria's cognitive abilities were adequate for her to learn to read. The assessment also determined Maria’s interests with her primary interest being Buzz Lightyear. This insight was crucial in shaping the approach to developing her customized IEP goals and student-centered learning plan. The assessment also revealed specific areas where Maria excelled, such as auditory learning, which could be leveraged to support her overall academic growth.

Development of Customized IEP Goals

Armed with a comprehensive understanding of Maria's needs and strengths, SBES Inc. worked closely with the school's special education team to develop a set of customized IEP goals. These goals were meticulously crafted to address Maria's specific challenges while capitalizing on her strengths and interests. The process of developing these goals was collaborative, involving input from Maria herself, her parents, teachers, and SBES Inc.'s Teacher of the Visually Impaired.

The customized IEP goals encompassed various aspects of Maria's education, including academic performance, accessibility, social-emotional development, and independence skills. For instance, in mathematics, goals were set to improve Maria's understanding of spatial relationships and geometric concepts through the use of tactile models. These concepts were also addressed in Orientation & Mobility. In language arts, objectives were established to enhance Maria's reading and comprehension using her interest in Buzz Lightyear.

A significant focus was placed on developing Maria's reading proficiency, recognizing that scaffolding was going to be one of the key strategies. Goals were set for Maria to become proficient in utilizing her ability to recognize letters and their sounds. Maria started out by using teacher-made books with Buzz Lightyear and one word on a page. (e.g. Buzz, Runs, Jumps, etc.) When those books were mastered, two words to a page were added, then three words to a page until a full sentence could be read on each page.

Implementation of the Plan

The implementation of Maria's customized IEP was a coordinated effort involving her special education teacher, SBES Inc.'s Teacher of the Visually Impaired, and Maria's family. SBES Inc. provided comprehensive training to Maria's teacher on strategies for adapting the teaching methods and materials to accommodate her visual impairment. This included guidance on verbal descriptions of visual content and the use of tactile materials. A Buzz Lightyear doll figured prominently in the creation of the books. Eventually, Maria was able to dictate what was in the books.

A key aspect of the implementation was the introduction of new student-centered teaching strategies. Maria was focused on Buzz Lightyear. In capitalizing on her interest in Buzz, SBES, Inc.’s Teacher of the Visually Impaired and Maria’s classroom teacher were able to bring her from being a non-reader to being a reader of books with several paragraphs per page, adapted to meet her visual needs. ?SBES Inc. provided direct service to Maria to ensure she could access her materials and read the words.

Modifications were made to the physical classroom environment to enhance Maria's ability to navigate and participate fully in class activities. This included improved lighting, tactile markers for important locations, and reorganization of classroom layouts to minimize visual and auditory clutter when reading.

Regular check-ins were scheduled between Maria, her teachers, and SBES Inc. specialists to address any challenges that arose and to make real-time adjustments to the implementation strategies. This flexible approach allowed for continuous refinement of the support provided to Maria, ensuring that the IEP remained responsive to her evolving needs.

Data Collection and Progress Monitoring

A robust system of data collection and progress monitoring was established to track Maria's advancement towards her IEP goals. This system was designed to provide objective measures of Maria's progress and to inform any necessary adjustments to her educational plan.

Maria’s teacher was trained to use specialized assessment tools adapted for visually impaired students. These assessments were conducted at regular intervals and covered various aspects of Maria's academic performance, especially in reading and comprehension. SBES Inc.’s Teacher of the Visually Impaired provided guidance on interpreting the assessment results and translating them into actionable insights.

In addition to assessments, qualitative data was collected through regular observations and feedback sessions with Maria, her teacher, and her parents. This holistic approach to data collection ensured that both measurable academic progress and less tangible aspects of Maria's educational experience were considered.

The collected data was regularly analyzed by SBES Inc.’s Teacher of the Visually Impaired in collaboration with the school's special education team. These analyses informed ongoing adjustments to Maria's IEP and student-centered teaching strategies, ensuring that her educational plan remained dynamic and responsive to her changing needs and progress.

Maria's Academic and Personal Growth

Over the course of the next two academic school years following the implementation of her customized student-centered IEP, Maria demonstrated remarkable progress in reading. Her academic performance showed significant improvement, with her reading chapter books by the end of her senior year. Maria was also able to read recipes in her cooking class, as well. Her language arts performance saw substantial growth, with her reading speed and comprehension levels approaching those of a 3rd grade level of reading. This was amazing growth considering Maria was a non-reader when we started working with her.

Perhaps most notably, Maria's confidence and engagement in the classroom underwent a transformative change. Maria became more interested in reading for pleasure. She would often go to her shelves and pull out a book about Buzz Lightyear and read it independently.

The progress extended beyond the classroom as well. Maria's parents reported significant improvements in her overall mood and attitude towards school. She showed greater independence in reading at home and even went with her parents to the library to check out large print books with pictures. Her parents purchased books that were adapted for children with CVI and available in enlarged print.

Family and Teacher Testimonials

The impact of the customized IEP and SBES Inc.'s involvement was profound, as evidenced by testimonials from Maria's family and teacher. Maria's mother stated, "The transformation we've seen in Maria is nothing short of amazing. She's not only doing better in school but she's happier and more confident. We're incredibly grateful for the support and expertise provided by SBES Inc. and the school."

The Special Education teacher added, "The success we've seen with Maria has opened our eyes to the potential of truly personalized student-centered education. The collaboration with SBES Inc.'s Teacher of the Visually Impaired has not only benefited Maria but has elevated our entire approach to inclusive education."

Conclusion and Key Takeaways

Maria's journey from academic struggles to remarkable success serves as a powerful testament to the transformative potential of customized student-centered IEP goals and specialized support for students with visual impairments. This case study highlights several key takeaways for educators, administrators, and policymakers:

1. The critical importance of comprehensive assessments in understanding the unique needs of visually impaired students.

2. The value of collaboration between specialized service providers, educators, and families in developing and implementing effective IEPs.

3. The need for ongoing progress monitoring and flexibility in adapting educational plans to meet evolving student needs.

4. The broader benefits of inclusive education practices that can positively impact the entire school community.

5. The importance of using a student-centered approach to learning. Buzz Lightyear and adapted books were the key to Maria’s success in learning to read.

As we continue to strive for more inclusive and effective educational systems, stories like Maria's remind us of the profound difference that personalized, data-driven, student-centered approaches can make in the lives of students with diverse learning needs. By embracing innovative strategies and fostering collaboration between specialized service providers and educational institutions, we can create learning environments where all students have the opportunity to thrive and realize their full potential.

Contact us at [email protected] for more information about our amazing team of teachers, O&M Specialists, Interveners, and VI Paraeducators. We also do material production in braille, large print, and adapted for CVI.