Chat with us, powered by LiveChat EDSP 525 Case Studies Analysis Template Complete the chart based on information provided for ea - Study Help

EDSP 525

Case Studies Analysis Template

Complete the chart based on information provided for each student.


(at least 4)

(at least 3)

(at least 4)

(at least 4)

Possible Post-Secondary Goals/Age 25 Projections
(Consider: Employment, Living Arrangement, Community Involvement)
At least 3




EDSP 525

Case Studies Analysis Assignment Instructions

Transition planning is to be based on the student’s needs, taking into account his/her preferences and interests. This is the foundation of the planning process.  From this information, post-secondary goals, or Age 25 Projections, can be developed.
You will review information for three special education students with the goal of identifying the strengths, preferences, interests, and needs of each. You will then formulate appropriate possible post-secondary goals – or Age 25 Projections – based on the analysis of the information.
The case studies for Michael, Morgan and Robert are provided below. Use the information from the case studies to complete the SPINS chart in the Case Study Analysis Assignment Template. Space is limited, so you may use a numbered or bulleted list in each area. Provide at least 4 strengths, 3 preferences, 4 interests, 4 needs, and 3 goals for each student. Use correct spelling and grammar.

Case Study: Morgan

Morgan is a 15-year-old ninth grader with mild intellectual disabilities. She has received special education services since third grade.
Currently she is able to write simple sentences and paragraphs on a given topic with moderate assistance. She has mastered telling time within five-minute intervals and reading a calendar. She continues to have difficulty finding the total of money and computing elapsed time.
When tested last spring her scores were in the deficient range. Her WIAT scores were as follows: Reading Comprehension – 57; Math Composite – 58; Written Language 51.
Her IQ scores from her eligibility earlier this year are: Verbal – 62; Performance – 66; and Full Scale – 64.
Morgan does not present with many behavior issues at school. She is generally happy and cooperative, but at times imitates the behaviors of her peers. In the community she often is seen following others; performing the same tasks, even when she has been directed to do a different activity. However, when working independently, she is able to remain on task and complete her tasks with great accuracy. Morgan is also very affectionate. She gives hugs to her teachers and classmates throughout the day, but also attempts to hug less familiar persons.
Morgan is able to complete journaling activities that describe her day with few prompts. However, when given novel writing topics, she requires assistance to understand the concept, verbalize her thoughts and write. Morgan can occasionally become perseverative, and have a difficult time transitioning from one topic to another in conversation.
Morgan is fascinated with grocery stores and any activities using foods. Teachers and family members note that Morgan “comes to life” in the kitchen and grocery store, often exhibiting skills far beyond her classmates. When asked, Morgan states that she would like to work in a grocery store or restaurant one day. She has volunteered with her class at a local food pantry and enjoys stocking shelves. In this setting Morgan is able to display great independence requiring very little redirection or prompting once she has begun her task.
Morgan’s family is very supportive. They include her in many family activities. They would like to see Morgan learn new skills in the high school setting so that she can work part-time after graduation. However, they have not always been receptive to increasing Morgan’s independence in the home. Although she completes activities such as laundry and simple meal preparation at school, her parents to not allow her to complete similar activities at home.

Case Study: Robert

Robert is a 16-year-old ninth grader who was found eligible for special education services
at age 7, with Multiple Disabilities/Speech Language Impairment. He is a hard worker and is motivated to do well in school.

Robert demonstrates good self-control in class and is reasonably independent in the school building. He needs to improve social skills, especially voice control as he tends to talk loudly.
Academically Robert has difficulty in Math with abstract language and logic. He is very literal in his interpretation. He has mastered simple computation (addition and subtraction to two digits with regrouping) and has some success with multiplication (knows 0s, 1s, 2s, 5s tables). He cannot regroup successfully in multiplication. Robert has had no success with division. He also struggles with fractions, money and measurement.
Robert has difficulty in writing paragraphs, though he can compose sentences that connect to a single theme. He continues to work on paragraph structure, main ideas and supporting ideas. Spelling is also a challenge; Robert currently spells words at 80% mastery from the 4th grade lists. Reading is also at a 4th grade level, with less than 10 errors in decoding and a reasonable fluency. Robert can sequence a story, identifying the beginning, middle and end.
Robert’s family is very supportive. He is the oldest of three children. His twin brothers are 10 years old and are very close to Robert. The family enjoys outdoor activities and often go camping or hiking on the weekends.
From an interview last spring, Robert’s stated interests are: working with or around people; working with food and someday being a cook; learning to drive; and living in a house separate from his parents. Robert would one day like to get married and have children.
Evaluation results, from tests administered last spring, indicate weaknesses in reading comprehension, math and written language.
Reading SS- 74 Verbal IQ – 56
Math SS- 40 Performance IQ – 48
Written Language SS-56 Full Scale IQ – 48

Case Study: Michael

Michael is a 15-year-old boy who is currently in the ninth grade. He has been receiving special education services since he was determined eligible in second grade as Learning Disabled. Michael has received instruction in self-contained classes, resource classes, and through inclusion in the general education classroom. Michael moves from class to class, eats lunch with his peers, and participates in PE class independently. He is currently working on increasing his attending skills and completing his work more independently.

Background Information

Michael’s family is very close. His parents own a local restaurant and are supportive of all of their children. Michael has two siblings. His older brother is 21 years old and will graduate from college next year. He attends a nearby university and lives at home. Michael looks up to him and enjoys spending time working on old cars with him. They also enjoy hiking, camping, and fishing together. Michael’s sister is 12 and attends the middle school. She is frequently on the honor roll. She has a close relationship with Michael and will often assist him with his schoolwork.
Academic Information
Michael is doing well in Math this year. He has improved upon addition and subtraction with regrouping. However, he continues to need assistance with his subtraction problems. When reminded to regroup, he is better able to complete his work. Michael enjoys multiplication and tries very hard to complete these problems. He is able to recite some facts, but usually needs help in order to find the answers. Michael has also worked with recognizing money and making change. This is an area in which he continues to struggle. He is not able to correctly name coins or add various combinations of coins.
Michael is also doing well in language arts. He continues to work hard and make improvements with his reading. Although he is better able to recognize vocabulary and has improved in his attempts to phonetically sound out words, he should continue to practice these skills. Michael also needs to continue working on his writing. He tries very hard to write complete sentences, however, his poor spelling and inability to put his thoughts on paper makes this a hard task for him. Michael has greatly improved in attempting to read his directions before starting his assignment. He continues to need help with this; however, he will sometimes tell staff that “he has it, and he can do the rest on his own.” In addition, Michael continues to improve upon maintaining a positive attitude towards his work. He may get irritated but is now more determined to complete the assignment instead of giving up.
Michael does well generally in the areas of social studies and science. He continues to need to work on his direction skills and map skills. He needs to continue to work on participating in classroom discussions and attending to the lessons. Michael continues to “daydream” in class. He is better able to answer oral questions but is still prompted to pay attention. Usually questions need to be repeated due to his lack of attention. He will attempt to answer the question; however, his answer is often incorrect. He has improved upon staying positive when the class reacts to his incorrect answer.
Michael enjoys P.E. and the competition with peers. He is physically active and does well with sports. Michael also enjoys working with technology and looks forward to his computer class.
Michael continues to make progress in personal hygiene skills such as washing hands and face, brushing teeth, and independent table manners. He also needs to continue to work on his communication skills with peers. He has difficulty with personal space and turn-taking when communicating with others.
Michael began the school year having difficulty handling his frustration. With redirection and immediate consequences, Michael has improved in this area. Michael now displays a more positive attitude towards both his assignments and during his interaction with his peers.
Michael is showing improvements in his academic work. I believe this is a result of the small classroom, individualized attention, and structure found at School.
Transition Information
In looking to the future, Michael states that he does not have a specific career in mind. He currently works at the restaurant during the afternoon on Saturdays and Sundays, clearing tables and assisting in the kitchen. He enjoys being with his family and has developed relationships with some of the other employees. He is not comfortable interacting with the customers. He states that his favorite work at the restaurant is helping in the kitchen. He would like to know more about cooking.
Michael says that he would like to live independently, but not too far from his family. He states that he would be interested in having a roommate to share expenses and to “do things together.” Michael and a school friend have discussed getting an apartment together when they finish school. They have known each other since elementary school and have developed a good relationship.
Michael is showing improvements in his academics and does well in small group settings and/or with individual assistance. Michael’s strengths are his improved attitude towards his work and his pride in his accomplishments. Michael’s weakness is his difficulty handling his frustration. A future goal for Michael could include dealing with his frustration in positive ways. Some strategies that work with Michael are praise, one-on-one attention, and immediate consequences.

The following scores are for the Brigance basic skills assessment taken last year.


Fall Administration

Spring Administration

Word Recognition


Grade 1

Reading Vocabulary

could not do

could not do

Word Analysis

could not do

could not do


Grade 1

Grade 1

Computational Skills

Grade 1

Grade 2

Problem Solving

could not do

Grade 1

Sentence Writing

Test not administered

could not do

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