Case Study: Jane Doe

Abstract

This case study was conducted at the Fortune Society, in Long Island City, Queens on June 2, 2009. The Fortune Society is a social rehabilitation center for former offenders and people with developmental disabilities. Here they can obtain a General Equivalency Diploma and develop social skills. Names of the involved persons have been changed to protect their privacy and livelihood. The student observed was one Jane Doe, who was instructed by Eric Smith. It should be noted that this observation was made during Ms. Doe’s first day at the Fortune Society.

Introduction

This study gave significant insight into how older students with a developmental disabilities can handle a classroom setting after being gone for more than 20 years. To assist with this observation several chapters out of the Educational Psychology: Active Learning Edition, 10^th Edition were used in order to gain information about Ms. Doe’s situation. The observation was an effort to see how Ms. Doe responded to the teaching techniques of the teacher, her strengths and deficits, her interactions with her peers and instructor, how she performs assignments when in groups and independently, and her level of social interaction.

Methods

On June 2, 2009, Jane Doe, 37 and African-American, was accepted into the Fortune Society’s social rehabilitation program. Ms. Doe has slight autism and attention deficit disorder (ADD). Upon entering, the same test was administered in which all students in the program take. This test is an assessment, in order to see which of the six levels she will be placed—one being the lowest and six being the highest. Within the test there is a brief essay, a story with pertaining multiple choice questions, basic math, history, and science. Eric Smith administered the test.

Mr. Smith gave Ms. Doe instructions on what to do with the test and said that he could not help her on this test and it would not be graded. Ms. Doe then asked what if she came to a word that she did not understand. Mr. Smith responded by saying try to use the context clues.

Mr. Smith demonstrated putting a student at ease who is in a new environment. Ms. Doe seemed to be comforted by Mr. Smith’s words. Their interactions throughout the testing process were standard.

Ms. Doe was placed in the level five classes. This level is capable of writing well thought out essays, understanding basic math, and reading. However, their comprehension of what they read is not on par to move to level six.

On June 3, 2009 Ms. Doe entered into Mr. Smith’s level five science class. Ms. Doe is the only female in the room. The men in the room are loud and talk about what music they’ve been listening to. The men’s age range from 21 to 55. Ms. Doe quietly sits a table with two other men. She is shy and offers a piece of candy to the young man across from her and sparks conversation about her trip to the school this morning. Mr. Smith introduces Ms. Doe to the class. She tells the class that she enjoys sewing and going down south to visit her sister in the fall.

Mr. Smith begins class by handing out an explanation of evolution and Charles Darwin. Mr. Smith’s technique is to work up to the main point for each day. This is achieved by giving reading on the topic to explain what the actual topic is about. In this instance, the topic is natural selection. By explaining the basics of evolution and Charles Darwin, there is a certain level of framework, which in turn allows for an easier grasp on the topic. Mr. Smith also employs a form of the learning strategy READS. READS is an acronym for Review headings, Examine boldface words, Ask, “what do I expect to learn?”, Do it, Summarize in your own words. (Wolfolk, 2008) Before asking his students to take turns reading the passage, he asks them to look for heading and words that stand out. He ends by asking what do you think you will learn from this? There are no responses.

After reading the passage on natural selection and Charles Darwin, the class was asked to answer a few questions about what they read and to summarize what they had learned. Ms. Doe struggled with this. While she read aloud, she struggled deeply to grasp what the words meant when put together in a sentence. The first question was, “How did Charles Darwin come up with his theory of evolution?” Ms. Doe answered the question, but instead of how she answered for why Charles Darwin came up with his theory of evolution. In order to get her to understand the difference, Mr. Smith then came up with a new strategy. He asked her, “Why did you come to class today?”. She replied, “Because I wanted to.” He then asked her, “How did you come to class today?” She replied, “I took the train from Brooklyn and walked two blocks.” After seeing the difference, Ms. Doe then changed her answer. This shows that Ms. Doe’s learning style is blurred between visual and auditory. Ms. Doe heard what Mr. Smith’s instructions were and accepted his help, but she also saw his facial expressions and gestures toward how to come to the correct answer.

While Ms. Doe works, she seems to go in and out of thought about the current assignment—sometimes digging in her purse or doodling on the side, thus showing her ADD. Although she may get off task, she does finish her work in the allotted amount of time. When asked to work with the people at her table, Ms. Doe seemed to shut down. She became extremely introverted and only answered questions when she was directly asked, mostly with “I don’t know.” Seeing this Mr. Smith eased her tension by telling her there was no right or wrong answer—it’s your opinion. She understood, but continued to be withdrawn.

Conclusion

Overall, Ms. Doe seems to be an average student in the Fortune Society. While not verbally violent or outright foulmouthed like some of her classmates, it is apparent that she feels comfortable enough in this atmosphere to come adequately focused to learn. Her strengths are in her ability to read the words in a given text and being able to at least try to decipher what the words mean in context. She also takes direction very well. Her deficits come in the form of her inability to understand what she has read and being able to retain the information for the following class period.

Ms. Doe’s social skills seem to be on par when she either standing with the teacher or one-on-one with another classmate. She smiles and is audible. When put into a group, she becomes a shell of the former. She can barely look at the others in her group and becomes nervous and tension riddled.

Mr. Smith’s techniques are varied enough to keep up Ms. Doe’s lack of attention. Knowing this and seeing their interactions bodes well for Ms. Doe’s educational career path.

References

Woolfolk, Anita (2008). Educational Psychology: Active Learning Edition, 10th Edition . London: Allyn & Bacon.