5 Revisiting the case studies

It’s time to apply the knowledge and skills that you’ve acquired throughout this course.

Activity 4 Revisiting Amaka, Ben, and Chandru

Allow about 20 minutes

Let’s revisit the case studies introduced in Week 4 one more time. Consider everything you’ve read about Amaka, Ben, and Chandru’s profiles, and fill in the following boxes as much as you feel possible with the information available:

Table 3 Revisiting Amaka, Ben, and Chandru

	Amaka	Ben	Chandru
Condition(s)	(A text entry box would appear here, but your browser does not support it.)	(A text entry box would appear here, but your browser does not support it.)	(A text entry box would appear here, but your browser does not support it.)
Statement(s) or information that suggest this condition	(A text entry box would appear here, but your browser does not support it.)	(A text entry box would appear here, but your browser does not support it.)	(A text entry box would appear here, but your browser does not support it.)
Challenges (existing, or that you foresee)	(A text entry box would appear here, but your browser does not support it.)	(A text entry box would appear here, but your browser does not support it.)	(A text entry box would appear here, but your browser does not support it.)
Strengths (existing, or that you’d recommend)	(A text entry box would appear here, but your browser does not support it.)	(A text entry box would appear here, but your browser does not support it.)	(A text entry box would appear here, but your browser does not support it.)
Strategies (existing, or that you’d recommend)	(A text entry box would appear here, but your browser does not support it.)	(A text entry box would appear here, but your browser does not support it.)	(A text entry box would appear here, but your browser does not support it.)
Reasonable adjustments (existing, or that you’d recommend)	(A text entry box would appear here, but your browser does not support it.)	(A text entry box would appear here, but your browser does not support it.)	(A text entry box would appear here, but your browser does not support it.)

Interactive feature not available in single page view.

Discussion

Table 3 Revisiting Amaka, Ben, and Chandru (completed)

	Amaka	Ben	Chandru
Condition(s)	dyslexia dyspraxia	dyslexia ADHD	dyslexia potential dyscalculia
Statement(s) or information that suggest this condition	‘read more slowly than her peers, she found spelling difficult, and her handwritng was very messy’ ‘clumsy and prone to falling over frequently’ ‘difficulty in multitasking’ ‘sacrificing social events to keep up with her academic commitment’ ‘difficulties with co-ordination’	‘seeing practical solutions’ ‘reading these drawings and spotting errors’ ‘hard to focus’ ‘reading and writing challenging’ ‘put off tasks’	‘enjoyed meeting new people’ ‘finding the right solutions’ ‘struggled with reading and writing’ ‘multiplication table difficult’
Challenges (existing, or that you foresee)	lack of concentration difficulties with sequencing slow processing taking notes writing logically slow reading rate time management poor listening skills low self-esteem organisation writing logically slow reading rate	distractibility lack of concentration organisation writing logically slow reading rate organisation
Strengths (existing, or that you’d recommend)	motivation determination	problem-solver ability to visualise in 3D mentally rearranging designs and information ability to manipulate and match images	problem-solver ability to visualise in 3D rearranging designs and information
Strategies (existing, or that you’d recommend)	Already in place: family support student support team assistive technology (AT) record lectures presentations and slides available prior to lectures and seminars positive teacher attitudes		supportive teacher mind-mapping assistive technology
Reasonable adjustments (existing, or that you’d recommend)	speech-to-text software extended time and deadlines for assessments leniency towards spelling errors

OpenLearn - Understanding dyslexia
ou logo Except for third party materials and otherwise, this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 Licence, full copyright detail can be found in the acknowledgements section. Please see full copyright statement for details.