A Case Study of a Learner/Client with Special Educational Needs

EDUC 148 – Foundations of Special and Inclusive Education

AGUSTIN, JOSSAN R.
BUTAC, CHRISTIAN M.
BALTAZAR, JUSTINE GRACE
PELENO, ROMEL
PASION, RINHEL
BSEd 3 - ValEd

Submitted to:

Jeremy Adrian D. Guiang

Faculty-In-Charge

December 15, 2023

First Semester, Academic Year 2023 - 2023

 I. Introduction
❑ The primary objective of this research is to comprehensively investigate and gain
insights into the behavioral patterns and intellectual capabilities of children with
special needs. By delving into the intricacies of their behavior, the study aims to
provide a nuanced understanding of the unique challenges and strengths exhibited
by this diverse group of individuals. Through careful observation and analysis, the
research endeavors to identify the specific factors that influence their cognitive
development, social interactions, and overall well-being. Additionally, the study
seeks to explore the effectiveness of existing interventions and support systems in
addressing the distinctive needs of these children, with the goal of informing
future strategies for tailored education and inclusive practices. In essence, this
research aspires to contribute to a more comprehensive and empathetic approach
to supporting the holistic development of children with special needs within
various educational and social contexts. This study is all about Francis Anthony
Alden Alejo of Laoag City, Ilocos Norte. A child with an above average intellectual
capacity.

II. Client’s Background

2.1. Guardian/s Information:
❑ Name: Racquel Dancel Lucas
❑ Age: 48
❑ Address: Brgy 37 Calayab, Laoag CIty, Ilocos Norte
❑ Occupation: Gov't Employee
❑ Education: College Graduate
❑ Status: Married

2.2. Child’s Information:

Francis Anthony Alden Alejo
Full name: (First name) (Middle Initial) (Last name)

Date of Birth (MM/DD/YYYY): 03/27/2015 Age: 8 Sex: Male

Nationality: Filipino Birth Order: Only Child

School: Agripino P. Santos Elementary School Grade: 3

CONTACT INFORMATION

Address: Brgy. 37 Calayab, Laoag City, Ilocos Norte ZIP CODE: 2900

Phone: 09154316223
(This information is CONFIDENTIAL and it is used for educational purposes only)

2.3 History of the Disability

The impairment has no familial history or antecedents. While the infant's

condition was innate, his parents stated that if the child's condition was discovered right
away, the child's head might resemble that of a typical child.
III. Attributes of the Client
A. Physical

The child’s fine motor skills are being observed. When it comes to drawing
and writing, the child wants to get it done right away. He doesn’t want someone
interrupting him. The child cannot manipulate some objects precisely, such as a
 pencil or pen. However, he is good at using devices such as iPads. Also, he doesn’t
want to get hit by the sun. He is irritated with noise. He loves to eat hotdogs, spam,
or steak as a meal. He doesn’t want vegetables, as he said; they are dry.

Moreover, he stutters at speaking words, especially when he is speaking

with someone who is new to his sight.

B. Mental

The child has an exceptional memory for doing tasks. He wants his tasks
to be done right away. When it comes to specialized subjects, he always says that
he loves chemistry and physics. He can also recall intricate details. An example of
that is when his biological mother made a promise to him. And the child kept on
reminding the mother to give her what she promised. The child won't stop telling
and reminding her mother what she promised him. Therefore, the child can easily
recall the information.

However, the child is scared of socializing with others, especially when in

groups. According to his mother, he has a phobia of socializing because he has
experienced bullying before. Since the child is very good at building blocks, such
as the LEGO toy, we can say that the child is showing interest and showing
excellence in constructing concepts. Also, he is good at puzzles.

C. Emotional

Frustration and impatience are a challenge for the child. The child doesn’t
want interruptions, especially when he is doing something. Also, he will show cues
when he is not interested in the activity, such as being in a bad mood.
When it comes to emotional sensitivity, the child gets easily irritated by
noisy surroundings, especially in their home. So, as his coping mechanism, he build
blocks using his LEGO toys. By building blocks, he can now manage his emotions
and keep calm. With all the mentioned emotional traits, it only means that the
child needs attention, because if attention is not given to the child, he will get
moody and stay silent until you make the first move to greet him.

D. Social

When he is socializing, it is hard for him to interact with other people.

However, when it comes to his Indian friend, Mohammad, they bond with each
other. They always play when they see each other. That goes also to his family
members; he socializes with them without fear. This only means that he is good
at communicating with his family and friends, but not with people with whom he
is not interested or knows.

As mentioned above, he is scared of interacting with others; therefore, he

has difficulty making connections with other people. However, he loves to join
activities, especially when he is interested in the activity, but after that, he will
again have the fear of engaging with others.

His parents served as his support system, and their promises are the
strategies of the parents in enhancing the child’s social well-being.

IV. School Setting

❑ The child is currently studying at Agripino P. Santos Elementary School. Grade
3 regular, SpEd plus level 2. In the school setting, he excels in all of his subjects.
 According to his mother, his teacher is giving the child good treatment. The
teacher also supports the child in the activities that interest him. The teacher
provides learning materials for the child that suit his level of intelligence.
Visuals, auditory, reading, and kinesthetic learning styles are some of the
styles that Francis possesses. The child also received recognition for being one
of the creams of the crop in class.

V. Conclusion
❑ Francis demonstrates a preference for fine motor activities, such as drawing
and writing, but is impatient and dislikes interruptions during these tasks. He
struggles with precise manipulation of objects like pencils but excels in using
devices like iPads. Francis has sensitivity to environmental factors, being
irritated by sunlight and noise. He has specific preferences in food, favoring
hotdogs, spam, or steak while disliking vegetables.
❑ Francis possesses exceptional memory and a keen interest in specialized
subjects like chemistry and physics. He is skilled at recalling details and holds
others accountable for promises made to him. Despite a fear of socializing
due to past bullying experiences, he excels in constructing concepts,
particularly with building blocks like LEGO toys.
❑ Frustration and impatience are challenges for Francis, and he uses building
blocks as a coping mechanism to manage emotions. He gets easily irritated by
noisy surroundings but can calm himself through engaging in certain activities.
The need for attention is highlighted as a crucial aspect of managing Francis's
emotional well-being.
❑ Francis faces difficulties in interacting with people, especially in groups, but is
comfortable socializing with his family and his Indian friend, Mohammad.
While he fears interaction with others, he shows interest in joining activities,
particularly if they align with his interests. The support of his parents serves
as a significant factor in enhancing his social well-being. Moreover, Francis
attends Agripino P. Santos Elementary School in Grade 3, SpEd plus level 2,
where he excels in all subjects. The teacher provides appropriate support,
catering to Francis's interests and adapting learning materials to his level of
intelligence. Francis has multiple learning styles, including visual, auditory,
reading, and kinesthetic, which are accommodated in his education. He has
received recognition for being among the top performers in his class.
❑ Therefore, Francis is a child with notable academic strengths but faces
challenges in social interactions, likely stemming from past negative
experiences. Attention, understanding, and support, especially from his
parents and teachers, play crucial roles in managing his emotional well-being
and enhancing his overall development. Also, Francis is a child with above
average level of intellect.

VI. References
Adoptive Parent: Racquel Dancel Lucas
Child: Francis Anthony Alden Alejo
 VII. Appendices
7.1. Parents’ Consent (Original Copy)

7.2. Interview Guide/Questionnaire and Assessment Tools

I. QUESTIONNAIRE

Basic Questions: 1. Is he/she a child with a DISABILITY? ___YES or ___NO

2. Do you have any medical diagnosis AS A PROOF that the child is child with a
disability? ___ YES ___NONE

PART 1.1. PHYSICAL ATTRIBUTES

Fine Motor Skills
Exceptional Abilities in terms of:
• Drawing
• Writing
1. What are the exceptional abilities of
the child in terms of drawing?
2. What are the exceptional abilities of
the child in terms of writing?
3. Does the child manipulate objects
with precision? Yes or no, and why?
Sensory Processing
Sensory Processing abilities in terms of:
1. Light
2. Smell
 3. Touch
4. Sound
5. Taste
Repetitive Behaviors
Does the child have repetitive behaviors
such as gestures or physical rituals? If yes,
what are these? (If none, disregard).
Facial Expression and Body Language
Does the child have a sign of facial expressions
and body language during activities in terms
of:
1. Concentration/Focus
2. Physical Expressions

PART 1.2. MENTAL ATTRIBUTES

1. Exceptional Memory:
Does the child demonstrate an extraordinary
memory in specific subjects, such as dates,
facts, or details?

2. Hyperfocus:
Is the child able to intensely focus on a
specific task or area of interest for an
extended period?

3. Specialized Skills:
Does the child possess an exceptional talent
or skill in a particular field, such as
mathematics, music, art, or language?

4. Detail-Oriented Thinking:
Does the child exhibit an ability to notice
and recall intricate details that others might
overlook?

5. Pattern Recognition:
Can the child recognize and understand
complex patterns or relationships in their
special ability?

6. Rote Learning:
Does the child exhibit a strong ability for
rote memorization, allowing them to quickly
learn and recall information?

7. Difficulty with Social Skills:

 Is there evidence of challenges in social
interactions or communication, which is
common in individuals with developmental
disorders?

8. Narrow Range of Interests:

Does the child have a limited range of
interests, with an intense focus on specific
topics or activities related to their special
skill?

9. Difficulty with Generalization:

Is there a struggle for the child to apply
their skills or knowledge to broader situations
outside of their specific area of expertise?

10. Sensory Sensitivities:

Does the child exhibit heightened
sensitivities or preferences related to sensory
experiences, such as sight, sound, or touch?

11. Difficulty with Abstract Thinking:

Does the child struggle with abstract or

conceptual thinking, while excelling in
concrete and specific tasks?

12. Unusual Learning Style:

Does the child have a unique learning style

or approach that differs significantly from
typical learning patterns? (Visual, Auditory,
Reading and Writing, and/or Kinesthetic).

PART 1.3. EMOTIONAL ATTRIBUTES

1. Passion and Intensity:
- Does the child display intense passion or enthusiasm when engaging in their intellectual skill?
_____________________________________________________________________________
_____________________________________________________________________________

- How do they express their emotions while immersed in their specialized interest?
_____________________________________________________________________________
_____________________________________________________________________________

2. Frustration and Impatience:

 - Is the child easily frustrated or impatient when faced with challenges or interruptions to their
specialized activities?
_____________________________________________________________________________
_____________________________________________________________________________

- How do they cope with setbacks or difficulties related to their intellectual skill?
_____________________________________________________________________________
_____________________________________________________________________________

3. Emotional Connection to the Skill:

- Does the child seem emotionally connected to their savant skill in a unique way?
_____________________________________________________________________________
_____________________________________________________________________________
- How do they express their emotions when involved in activities related to their exceptional
ability?
_____________________________________________________________________________
_____________________________________________________________________________

4. Social Interaction and Emotional Expression:

- How does the child express emotions in social situations?

_____________________________________________________________________________
_____________________________________________________________________________
- Is there a difference in their emotional expression when engaging with others compared to
when they are focused on their intellectual skill?
_____________________________________________________________________________
_____________________________________________________________________________

5. Emotional Sensitivity:
- Is the child emotionally sensitive to certain stimuli, such as specific sounds, textures, or
environments related to their exceptional ability?
_____________________________________________________________________________
_____________________________________________________________________________

- How do they react emotionally to changes in routine or unexpected events?

_____________________________________________________________________________
_____________________________________________________________________________

6. Coping Mechanisms:
- What coping mechanisms does the child use when faced with emotionally challenging
situations?
_____________________________________________________________________________
_____________________________________________________________________________
- Are there specific strategies or routines they employ to manage their emotions?
_____________________________________________________________________________
_____________________________________________________________________________

7. Communication of Emotions:
- How does the child communicate their emotions? Are there non-verbal cues or specific
behaviors associated with different emotional states?
_____________________________________________________________________________
_____________________________________________________________________________

8. Emotional Well-Being:

- How would you describe the overall emotional well-being of the child with disability?
_____________________________________________________________________________
_____________________________________________________________________________
- Are there factors, such as social support or specific interventions, that positively impact their
emotional health?
_____________________________________________________________________________
_____________________________________________________________________________

PART 1.4. SOCIAL ATTRIBUTES

1. Social Interaction:
- How does the child with disability engage in social interactions with peers, family members,
and other individuals?
_____________________________________________________________________________
_____________________________________________________________________________

- Are there specific social cues or behaviors that the child struggles with or excels in?
_____________________________________________________________________________
_____________________________________________________________________________
2. Communication Skills:
- Describe the child's communication skills, both verbal and non-verbal. Does the child show
any particular strengths or challenges in expressing themselves?
_____________________________________________________________________________
_____________________________________________________________________________

3. Peer Relationships:
- How does the child form and maintain relationships with peers? Are there signs of friendship
or challenges in connecting with others?
_____________________________________________________________________________
_____________________________________________________________________________

- Does the child express interest in social activities with peers? Yes, or no, and how?
_____________________________________________________________________________
_____________________________________________________________________________
4. Emotional Understanding:
- How does the child with disability comprehend and express emotions? Are there particular
emotions or situations that seem more challenging for them to navigate?
_____________________________________________________________________________
_____________________________________________________________________________
5. Specialized Interests and Social Engagement:
- Explore how the child's exceptional abilities or interests impact their social engagement. Are
there instances where their talents contribute positively to social interactions, or do they
present challenges?
_____________________________________________________________________________
_____________________________________________________________________________

6. Coping Mechanisms:
- Discuss any observed coping mechanisms the child uses in social situations. How do they
handle stress, social pressure, or changes in routine?
_____________________________________________________________________________
_____________________________________________________________________________

7. Support Systems:
- Explore the role of family, educators, or support professionals in assisting the child with
disability in developing social skills.
_____________________________________________________________________________
_____________________________________________________________________________

- Are there specific strategies or interventions in place to enhance the child's social well -being?
_____________________________________________________________________________
_____________________________________________________________________________

Additional Comments:
- Is there anything else you would like to share about the child's social attributes, strengths, or
areas of improvement?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
II. CHILD’s ASSESSMENT TOOL

7.3. Medical Diagnosis

 7.4. Pictures (Censored)

Image 1. The Interview Process

Image 2. Works of the Child

Image 3. The Childs’ Portrait

Disclaimer: The image of the child was given permission by the parent. In accordance with the Data Privacy Act of
2012. Images are used for educational purposes only.