inclusive practice cases.

 Assignment #1: Module 1: Disability, Ability, and Responsibility (due Jan. 18)

When I think back to my school days and issues of inclusion, my experiences are limited. I never attended your 'run of the mill' school. I always attended alternative fine arts and inquiry based programs. However, I remember that my high school had a K & E program. In high school I remember friends of mine, whom I classified as unmotivated or unengaged, not restricted, ended up in these classes because they were “easier.” At the time I didn’t fully understand  the context of these classes. Having spent my first year practicum at Cochrane High School, which has K & E program, it was brought to my attention that this program was designed to benefit those with severe learning disabilities. My high school peers whom attended these courses did not fall into this category.  Looking back I believe many of my peers that attended these classes were simply unmotivated or engaged. They didn’t meet the standard of achievement, however it was not due to learning disabilities. Simply, they had the wrong teachers.

My experiences at the Calgary Science School were especially limited when it came to inclusion. As CSS is a charter school, funding is to be distributed in a very specific way. Children whom are coded are simply not admitted. However, this does not inhibit the multitude of learning styles students at CSS exhibit. CSS is a culturally diverse institution. Students come from all over the city, from varying economic backgrounds. The school charter only allows for 100 students in each of grades 4-9, giving the school an exact population of 600 students. However, there is currently a wait list of over 1000. Through inquiry based learning teachers strive to meet  - and do – the needs of each individual.

After manually completing the Interactive Exercise 1.3  - Wiley was not my friend, and deleted my answers 4 times – my result strongly displayed high personal and teaching efficacy.  I am not surprised by these results.  My beliefs and experiences have shown me that the success of my students is not based on their situational circumstances, but their ability to be engaged in the subject matter. This is something I have to provide for them, and in order to do so effectively, I must know every detail that may affect their learning.

While I feel My practicum experiences have not provided me with the vast range of inclusive circumstances, and am therefore not naïve to the fact that I may experience a new set of challenges  in the future, I believe that my mastery of my subject and dedication and passion for learning will assist me in conquering future challenges.

Something to think about....

Assignment #2, Module 1, Case 1 - Christopher's situation

When it comes to the question of Christopher Melrose’s education, several factors need to be considered. While Christopher has been diagnosed as having a mild learning disability, it is his mother, Mary’s opinion that he should not be removed from the classroom for certain classes as recommended by the school. In this particular case the school most likely feels that Christopher would benefit from a couple hours daily of private instruction from a qualified special education instructor, in order to elevate his comprehension of the subject areas he has difficulties in. Namely, mathematics and language arts.

As identified in the text, there have proven to be many advantages to the withdrawal method of special needs instruction. Within a withdrawal education program Christopher would benefit from the social context of a regular inclusive classroom, while being provided personalized instruction in the areas he most requires. Christopher’s mother, Mary may view having her son removed from regular classes for this specialized instruction as limiting his social engagement and development. Time spent outside of the classroom may also leave gaps in his education due to the possibility of a lack of special education instructor and regular classroom teacher collaboration. In addition to the possible negative effects Christopher could encounter from being removed from class daily, there is also the possibility of repercussions on the education of the class as a whole.

One argument for inclusive instruction communicates the benefits of having disabled students included in the regular classroom as educating students to be tolerant compassionate global citizens. By having Christopher remain in the classroom he will gain experience and knowledge in communicating with his peers, social skills, and positive relationships. His classmates will also gain knowledge into the world of disabilities, the effects they have on those directly affected, and how to collaborate with and advocate for those who cannot advocate for themselves. 

Assignment #3, Module 2,  Case 1 - Joan's situation

When looking at Joan Martinez’s Case I feel like I can identify with some of her levels of anxiety. Firstly, the facts are that Joan is a 3^rd grade teacher. She has been teaching 3^rd grade for 3 years, which makes her a relatively new teacher, and therefore I can only assume by the material presented in this case that she has really just started to fully fit into her unique niche. Due to some administrative reason, Joan has been presented with the opportunity – for those with a positive outlook – or obstacle  - for the less positive – to teach in a middle school at the grade 8 level. We do not know what subject Joan will be teaching at the grade 8 level, nor do we know what subject she specializes in. The dilemma Joan faces is vast. She has to deal with creating a brand new curriculum for a grade she is unfamiliar with, she has to create a safe learning environment through classroom management strategies she knows will differ from the ones she has used previously at the third grade level, and to top it off she is plagued with behavioral exceptionalities and Individual Education Plans of which she is also unfamiliar.

            If I were in Joan’s situation I too would feel the pressure of having to accomplish the necessary tasks in order to insure student success. However I feel that the answer to Joan’s dilemma is simple, it’s the productive implementation that requires a closer look.  I think most would agree with me that in order to set up a community of learning where students are comfortable enough to take risks and make mistakes, needs to be a safe environment. Both physically and emotionally. So where should she start? The benefits to a teacher’s sanity through setting up clear classroom management expectations at the beginning of the year are ten-fold. These expectations should be created with your class, so that the class feels they are the decision makers, even if the teacher is planting the rule ideas. Creating learning expectations with your class, in my experience, also enables students to hold each other accountable for their actions. We all made the rules together, so we will all adhere to and enforce them. I don’t think I can stress enough the importance of clear expectations and consistency in implementation of said expectations. Through my student teaching experiences I have witnessed classrooms with both inconsistent and consistent expectations, and the results are staggering.

Classroom management is both proactive and reactive in my view. You are proactive by setting expectations that the class as a whole is comfortable with and understands. But you must also be reactive in your consistent implementation of those expectations. Some students require alternative methods of classroom management just as they need alternative methods of instruction to fully comprehend the subject matter. For those students who fall into the category of ‘behavioral exceptionalities’ alternative methods may or may not serve Joan in her enforcing of her classroom expectations. I believe each student is an individual with unique strengths, challenges, interests, circumstances and passions. Therefore I believe each student should be treated as an individual. What works for some may not work for others. We know this of learning, should it be different of discipline?

Assignment 4, Module 2, Case 2 – David’s Situation

When looking at the facts of David’s case, several attributes need to be accounted for. David, up until now, has been a successful high school math/science teacher for eleven years. However, he has been presented with two students whom have been identified as having mild learning disabilities. David’s usual teaching methods fail to meet the needs of these new students, and in turn he feels he must reevaluate and form new teaching strategies in order to engage these students.

I believe the dilemma in this case is in the “How” David will successfully engage these students. I would begin with these boys the same way I would every other student in my class. By taking the time to understand who they are as presented by the student them selves, acknowledging their strengths while identifying areas in need of improvement, and working to develop a connection in order to insure a safe learning environment in which they may succeed. Understand that this is an ongoing process, but with this information David, or any teacher, can begin to create lesson and unit plans that cater to the needs of these two students.

I believe especially as a new teacher, although David is well seasoned, in taking advantage of all the possible resources when encountering a new situation. David too can take advantage of working with a specialist in educating or developing curriculum for these boys. Other characteristics that need to be taken into account in this case is the class as a whole. Is it in the interest of the whole class to keep the twins in the class full time? Are the struggles of the twins holding the class back? Would they benefit from a teaching aid? Or is removing them from the class entirely what is best. These are all things that need to be considered.

 I think until all inclusive options are exhausted it is inappropriate for David to request that these students be removed from his class. There are various methods of inclusion that could be beneficial for these students and eliminating these possibilities doesn’t seem right to me as the learning disability is described only as mild. 

Assignment 5: Module 3, Case 1: - Monisha’s Situation

Monisha’s situation is characterized by her current inability to design engaging lesson plans, a lack of consistent classroom management that results in behavioral issues, and a student, Brian, who has been diagnosed with a learning disability and is therefore falling behind.  However, with all of these seemingly negative challenges, Monisha’s heart is in the right place. She wishes to further improve her techniques, and develop her teaching practice to meet the individual needs of her students.

In order to meet the learning needs of Brian, Monisha must gather any and all information that may affect his learning. With this information she can then proceed to find strategic ways to accommodate his learning. As stated in the case, she is concerned that these accommodations may be met with resistance presented by the remaining students in her class. In order to mediate this resistance, Monisha must accurately define the differences between accommodation, the method in which the student is taught, and modification, a change in the material being taught. In order to successfully accommodate Brian’s diverse learning styles, Monisha must develop her instructional, assessment and environmental accommodation methods to best suit the needs of Brian.

I also think that having diverse learners in the classroom allows for diverse teachable moments. By including these students in the regular classroom, teachers open the possibility for all students to learn about various circumstances that affect the diverse students in the classroom. These teachable moments may be facilitated through peer tutoring, group work and inquiry projects that allow all students in the classroom to interact with one another.

When it comes to her daily lesson planning, and the lack of engagement she is witnessing in her classroom, I feel that Monisha requires further professional development and instructional support. She may pursue this through sessions provided by her school, however, through my practicum experiences, I have learned that the professional development and continuous study of my craft I’ve pursued outside of the school setting, is often just as, if not more, rewarding. However, I believe there is no greater professional development then the days spent in the classroom. In order for Monisha to thoroughly engage her learners, I believe she must know each and every one of them in detail. Students respond well to teachers who take the time to get to know them, and therefore use this knowledge to better engage their students.

Assignment 6: Module 3, Case 2: - Tracy Wong

Module 3, Case 2: - Tracy Wong

This case is characterized by an 18-year-old grade 12 student, Tracy, who has been diagnosed with AD/HD. While Tracy has, up until this point, functioned at an age appropriate academic level, when her learning accommodations, such as the quiet student resource room, are put in jeopardy due to school construction, Tracy fears that she will not be able to focus in the regular examination setting.  Her level of concern is high as she fears having to take her final exams in the heavily populated gymnasium will negatively affect her ability to graduate from high school.  In addition to Tracy’s concerns, her parents also feel that removing the accommodations Tracy has had for years is unfair and will influence her success in a negative manner.

In this case I feel that the main issue is finding a way to insure Tracy has a comfortable exam writing setting in which she feels she will be able to be successful. While it is understandable that schools need renovations from time to time to better the learning environment of all students, if a space that accommodates students with learning disabilities is affected by said construction, an alternative space must be created in order to insure student success and comfort. This student has been given accommodations due to her AD/HD diagnosis, for several years. It is entirely unfair that the school even suggest that these accommodations be removed for her diploma exam writing experiences. These exams are worth 50% of her final grades, and therefore influence her post-secondary decisions incredibly. Not only would forcing Tracy to write her exams in the regular gymnasium setting possibly effect her academic standing therefore limiting her post-secondary education options, but it would most likely cause her a great amount of stress as it is communicated in this case. Tracy clearly holds her education highly as she has persevered through the restrictions her AD/HD has placed upon her, and achieved a reasonably high academic standing. Removing the accommodations she is accustomed to could very likely effect her self esteem and her psyche.

Due to the level of Tracy’s concern, she feels her high school graduation could very well be in jeopardy if she lacks the exam writing space she is used to, I believe the school board must find an alternative space for her, and all other affected students, to write her exams. The alternative could be as easy as having Tracy writing her exams in her regular classroom, with the supervision of a teacher or administrator, while her classmates write the exam in the gymnasium. This would give Tracy the space she requires to focus.

I am interested in seeing what my classmates have to say about this case, as to me it seems to be a “No-Brainer.”

Module 3, Case 2: - Tracy Wong Considered Response

This case is characterized by an 18-year-old grade 12 student, Tracy, who has been diagnosed with AD/HD. While Tracy has, up until this point, functioned at an age appropriate academic level, when her learning accommodations, such as the quiet student resource room, are put in jeopardy due to school construction, Tracy fears that she will not be able to focus in the regular examination setting.  Her level of concern is high as she fears having to take her final exams in the heavily populated gymnasium will negatively affect her ability to graduate from high school.  In addition to Tracy’s concerns, her parents also feel that removing the accommodations Tracy has had for years is unfair and will influence her success in a negative manner.

After some careful consideration, I have to say that my opinions of this case have not changed in any way. In fact, my reading of other class-mates initial responses, as well as outside sources have only instilled my feelings and opinions. While the main issue of the case should remain as finding an alternative to the resource room to insure Tracy’s exam writing success. I’ve discovered several other factors that must be considered. To begin, of course the accommodations made for Tracy, or any student in any situation, must be approved by the Alberta Education Standards for Special Education. However, with this being said, in the case of Tracy Wong, it is clear that she has been receiving exam writing accommodations for some time. While it is the goal of Alberta Education to provide students with equalized learning opportunities which will grant them further success in their adult years, as Tracy’s case is characterized by the writing of her upcoming diploma exams, implementing a transition plan at this point has clearly already been eliminated. While Tracy is identified as having a mild learning disability, if a transition plan was a possibility it would have been set in motion in the years previously.

Through my research my initial response to the case has been confirmed in that Tracy’s IPP, which notates her accommodations as characterized by her AD/HD, is a legal document between Tracy and the school. An IPP outlines the following components as they influence the education of the student:

“Individualized Program Plan (IPP)” means a concise plan of action designed

to address students’ special education needs, and is based on diagnostic

information which provides the basis for intervention strategies, and includes

the following essential information:

• assessment data

• current level of performance and achievement

• identification of strengths and areas of need

• measurable goals and objectives

• procedures for evaluating student progress

• identification of coordinated support services (including health-related), if

required

• relevant medical information

• required classroom accommodations (e.g., any changes to instructional

strategies, assessment procedures, materials, resources, facilities or

equipment)

• transition plans

• year-end summary. (Pg 8, Standards for Special Education, Amended June 2004)

With this documentation, the schools’ suggestion that Tracy write her diploma exams in the ‘regular exam setting,’ would not only be completely unjustified, it would also be in direct violation of her IPP. According to Alberta Education, the following procedures must be met in regards to IPPs;

Individualized Program Planning, Implementation and Evaluation

11. School boards must:

a. ensure that IPPs are developed, implemented, monitored and

evaluated for all students identified as having special education

needs

b. identify principals as accountable for the delivery and

implementation of school-based special education programming and

services

c. provide teachers of students with special education needs with

relevant resources and access to related professional development

opportunities

d. ensure principals identify teachers whose responsibility it is to

coordinate, develop, implement, monitor and evaluate student IPPs

e. ensure the school has a process and learning team to provide

consultation, planning and problem-solving relating to programming

for students with special education needs

f. ensure teachers:

• involve parents and, when appropriate, students and other

professionals in the development, implementation, monitoring

and evaluation of students’ IPPs

• document, in the IPP, the formal review of students’ progress, at

regularly scheduled reporting periods

• throughout the year, provide feedback during informal reviews to

parents and, when appropriate, students

• make changes to the IPP, as required

• obtain written informed parental consent on IPPs to indicate

agreement with the IPP

• in cases when parents refuse consent, document the reasons for

refusal and/or actions undertaken by the school to obtain consent and/or                             resolve concerns

• ensure IPPs are placed in student records and access to the IPP

complies with the Student Record Regulation and Freedom of

Information and Protection of Privacy (FOIP) legislation

g. ensure teacher assistants work under the direction of a certificated

teacher to realize students’ goals, as outlined in their IPPs.

(10-11 Standards for Special Education, Amended June 2004)

As this case does not identify in any way an indication to change the accommodations Tracy will be given due to student progress, the schools violation of her IPP in the request to have her forgo her accommodations due to school construction projects is unjustified. To further this injustice, it is indicated above that parents must consent to the agreements made in the IPPs. As written in the case, Tracy nor her parents agree with the schools’ suggestion that Tracy’s accommodations as outlined in her IPP be removed for the convenience of the school.

It is clear that the accommodations written in Tracy’s IPP are warranted, as thus far they have proven to be successful for Tracy. She currently achieves an academic standard that is appropriate for her age level. It is noted in the case that she fears she may not graduate and attend university if her accommodations are removed, which suggests that sue to her academic achievement, she plans to attend post-secondary. Furthermore, this situation is advanced by the circumstances present. The exams that are in question for Tracy are her diploma exams. It is fair to assume that we study this case in the present – and not next year when diploma/course percentage weighting will change - therefore these exams are worth a stone cold 50% of her overall grades. As any student, parent or teacher would know, the result one achieves on their diploma exams greatly influences their post-secondary options. Not only would forcing Tracy to write her exams in the regular gymnasium setting possibly effect her academic standing therefore limiting her post-secondary education options, but it would most likely cause her a great amount of stress as it is communicated in this case. Tracy clearly holds her education highly as she has persevered through the restrictions her AD/HD has placed upon her, and achieved a reasonably high academic standing. Pretending that the school could actually legally change the agreement made in Tracy’s IPP without cause or consent, removing the accommodations she is accustomed to could very likely affect her self esteem and psyche.

Due to legal obligations, the school is required to provide Tracy with the accommodations outlined in her IPP. While the resource room may be unavailable due to necessary upgrades and poor planning, the school is legally bound to providing her with an alternative space in which she may write her diploma examinations.

Sources Cited and Consulted

Oberg, L. Ministry of Education, ALBERTA LEARNING CATALOGUING IN PUBLICATION DATA. (2004). Alberta. Alberta Learning. Special programs branch. (ISBN 0-7785-3778-1). Retrieved from Alberta Learning website: http://education.alberta.ca/media/311334/423.pdf

Johner, C., Clearly, L., & Spencer, C. (2011). Special needs task force: Interim information report. Retrieved from E D M O N T O N P U B L I C S C H O O L S website: http://www.epsb.ca/board/may24_2011/item13.pdf

Assignment 8 :Video Case 1: Salim's Case

Step 1 Gathering referral information.

Upon watching this video there is limited information one can gather about this student. To begin, Salim is staying with his mother in a local motel while they wait for refugee status. There is no mention of his father, therefore one must look into the situation to see if this plays a factor in Salim's case. Furthermore, from this we can conclude that he is not in a stable home environment as he does not have a place to call his own. From the video it is completely unclear what Mrs. Jane's impressions of Salim are, however, she may interpret his situation as requiring further support. She can see that he appears shy upon first meeting, and it is a possibility that her intention was to welcome him by introducing him to the three students she placed him with. However, no formal introduction was made to the class as a whole. After providing Salim with a place to sit, she neglects to respond to his almost immediate removal of himself from that group to twirl in her desk chair. In my opinion, the conversation had between Mrs.Janes and the principal was completely inappropriate, as Salim, who appears to be at about the grade 4 level, was standing there the entire time. I feel that when a new student is brought into a school part way through the year, information required by the teacher to accommodate special circumstances should be provided in a confidential manner. This principal failed to recognize a situation that could very well be complex, and had this conversation at the door of the classroom in front of the student in question as well as his entire class.

Strengths and concerns

The video, in no way provides any indication of what Salim's possible strengths could be. However, it is clear that he is somewhat uncomfortable in his new class as he removes himself from his pod almost instantly. From the second video we learn that Mrs. Janes is concerned about integrating him into her class while still providing quality education for the other students.

Step 2 - Generating a hypothesis

While I feel that guessing and speculating are inappropriate in any case, generating a series of quandaries in order to come to appropriate conclusions and solutions is a good place to start. Due to the mention of refugee status, I would look into where Salim is coming from, and what kind of education he received prior to being here.  There is also mention that Salim is only residing with his mother. I would want to know if his father's lack of presence could be a contributing factor. Furthermore, I would want to know if there are any cultural contributions that may have effected, and could effect, Salim's education. Knowledge of his stand academically is important, as is knowing his strengths and weaknesses as a student. As a teacher who believes learning should always be engaging and fun, I would need to know his interests and ambitions in order to cater lessons and accommodations for him if necessary. Lastly I would also need to know what his home life is like. It appears that it is in a situation of turmoil at this point, however it is important to know how his current situation is characterized.

Step 3 -  Checking the hypotheses

While seeking the guidance of colleagues who have dealt with similar situations is a viable option, I feel that the most important information will come from the student himself and his family. In an effort not to come to faulty conclusions, I feel it is imperative to contact Salim's mother in regards to all considerable factors. With this information, as well as the support provided by the school board, and of course Salim's opinions themselves, I feel that an accurate and appropriate conclusion can be drawn and made effective.

Step 4- arriving at tentative judgements

With the current information it is impossible to make accurate, fair judgments on Salim's case. At this point one can concur that he will need support both academically and socially. However, further information - as presented in previous paragraphs -  is imperative.

Step 5 - Reporting your findings

In conclusion, I believe Mrs. Janes need to improve on her tact in dealing with delicate situations. Further information about this special case student is required, and must be collected carefully and tactfully.  This work will be an ongoing process, but is completely necessary in order to provide Salim with a safe, and appropriate learning environment.

Assignment 8: Video Case 2-  Tammy's Case

Step 1 - Gathering Referral Information

Tammy is a grade 11 student attending an independent school which holds a high academic standard. According to a series of tests taken when she was in grade 9, Tammy excels in spoken language and listening comprehension. She is also a talented artist with hopes of pursuing art as a career. She struggles in all other academic subjects and receives tutoring in English and math three times a week. While her parents, particularly her father, have expressed a want for Tammy to go to university, they both declined to be actively involved in the team meeting - where planning for Tammy's academic success was discussed - held by the school. Both of Tammy's parents work, and her father is frequently out of town leaving no time for parent involvement. Her father wants her to attend university and blatantly does not support her artistic skills calling them "doodling and wasting valuable study time." Tammy also participates in extra-curricular activities such as music, leadership camp and public speaking.

Strengths and Concerns

Tammy is an excellent speaker, as well as an advanced artist. She sates in the video that "drawing sometimes helps her listen." On the other hand she struggles in all other academic areas. The school is questioning whether or not to provide her with accommodations as they feel she may be both gifted and learning disabled. Further testing will be required to support this theory. In order to fully understand Tammy’s situation, and diagnose her as gifted and learning disabled, the appropriate tests must be taken.  In addition conversations between Tammy and the school should be instigated, as well as mandatory involvement with Tammy's parents who currently lack the appropriate commitment to their child. Tammy has expressed a want to pursue art as a career, but is completely unsupported by her parents. I feel that while the school and Tammy's parents must work together in order to help Tammy succeed, It is even more important to involve Tammy in the decision making process as she is fully capable of comprehending the situation. Not to mention, it's her life to live.

Step 2 - Generating a Hypothesis

Upon consultation of the presented materials, several key factors must be considered when drawing conclusions on Tammy's case.  Tammy could very easily fall into the category of gifted and learning disabled. This attribute describes students who excel well above the average range in various subjects, while having great difficulty with others. Take for example Tammy's high level of speech partnered with her low level of reading comprehension. Other things to consider in this case are where her interests lay. Is she simply unmotivated in the subjects she presently is not successful in? Is there too much pressure on her coming from her parents’ high expectations? Is her extra-curricular schedule not allowing for adequate academic preparation?

Step 3 - Collection of further information

In order to begin to understand the depth of Tammy's situation one must pursue the answers to the previously stated questions. In today's educational world we are finding more and more students to be both gifted in certain areas, while struggling due to learning disabilities, in others. Of course, in Tammy's case, as in any other students case - the appropriate testing needs to take place in order to move forward.  However, according to the text www.kidsource.com, it is imperative to consider the students strengths when creating accommodations or learning plans for gifted and learning disabled students. Focusing on the student’s gifts and using them in creative ways to help stimulate learning in areas of difficulty is often successful. Providing the student with a nurturing environment where they feel safe to make mistakes while they're learning is key, as it is in any classroom situation. Something I may consider is Tammy's lack of a nurturing environment at home. This could easily play a part in her academic struggles. And of course, developing compensation strategies for the student to use in the present as well as the future. I find the following steps incredibly useful in preparing oneself for the prospects of working with gifted and learning disabled students.

Find sources of information that are appropriate for students who may have difficulty reading. Some examples are visitations, interviews, photographs, pictorial histories, films, lectures, or experimentation. Remember, these children do not want the curriculum to be less challenging or demanding. Rather, they need alternative ways to receive the information.

Provide advanced organizers to help students receive and communicate information. Students who have difficulty organizing and managing time also benefit from receiving outlines of class lectures, study guides, and a syllabus of topics to be covered. Teach students who have difficulty transferring ideas to a sequential format on paper to use brainstorming and webbing to generate outlines and organize written work. Provide management plans in which tasks are listed sequentially with target dates for completion. Finally, provide a structure or visual format to guide the finished product. A sketch of an essay or science project board will enable these students to produce a well-organized product.

Use technology to promote productivity. Technology has provided efficient means to organize and access information, increase accuracy in mathematics and spelling, and enhance the visual quality of the finished product. In short, it allows students with learning disabilities to hand in work of which they can feel proud. Preventing these students from using word processing programs to complete all written assignments is like prohibiting blind children from using texts printed in braille!

Offer a variety of options for communication of ideas. Writing is not the only way to communicate; all learning can be expressed and applied in a variety of modes. Slides, models, speeches, mime, murals, and film productions are examples. Remember, however, to offer these options to all children. Alternate modes should be the rule rather than the exception.

Help students who have problems in short-term memory develop strategies for remembering. The use of mnemonics, especially those created by students themselves, is one effective strategy to enhance memory. Visualization techniques have also proved to be effective. Resources are listed at the end of this digest.

  www.kidsource.com

In conclusion, I believe Tammy's case is a delicate one in need of a supportive and nurturing environment.  As little as I know about Tammy's case, the before-mentioned points in the text could very likely prove to be beneficial techniques to use with Tammy.  As stated previously, further research and testing needs to be done in order to provide Tammy with the best possible learning environment and support.