how to write a case study for special education

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Chapter 1 – Introduction

Nationwide, school divisions are facing “severe” and “very severe” teacher shortages (EdWeek, 2021). In 2023 in Virginia, there were over 3,500 vacancies in public schools (Staffing, 2023). During the 2023-2024 school year, the number one critical shortage area in Virginia was Special Education K-12 (Critical Shortage, 2024). While recruitment is one issue, retention is another key factor. To retain as many highly-qualified special education teachers as possible, it is imperative that special educators are prepared for the challenges of the job. Special educators must not only know federal and state law as it relates to the education of all students, but they must also be well versed on special education as it is outlined in the Individuals with Disabilities Education Act (IDEA; 2004), as well as state interpretations and current case law. Further, special educators must collaborate daily to support students with Individualized Education Programs (IEPs). While factual knowledge about law and access to resources is vital, it is also important that pre- and in-service teachers understand how to apply their knowledge to school settings. The goal of this text is to provide pre- and in-service teachers with opportunities to develop and practice skill sets needed to proficiently navigate special education. The hope is that these experiences will assist them in providing meaningful and accessible services to students with IEPs, while also countering the potential for burn-out in a demanding career.

This text relies heavily on both high-leverage practices (HLPs) and evidence-based practices (EBPs), which are referenced throughout this text. In addition, the authors also view Universal Design for Learning (UDL) as a foundation for providing access to students across a continuum of supports. Finally, the Virginia Department of Education (VDOE) resources are used as a reference for all discussions, in conjunction with federal laws.

This text provides an overview of special education, academic, and behavior related topics and corresponding case studies for K-12 students attending Virginia public schools. Each chapter is broken up into several sections, starting with a brief literature review, to include background information and applicable laws and research. As outlined below, each chapter also includes one or more case studies, discussion questions for students, an outline of family and guardian communication discussion points, practical collaborative opportunities, and notes for course instructors using this text. The documents used in this text are based on VDOE models in addition to variations of documents which may be used in school divisions across the state.

A brief overview of each chapter’s content is outlined below:

• Case Studies. Each chapter will include at least one case study, and some chapters, depending on the topic, may include several case studies. These case studies may reflect adherence to federal and state laws, or may be riddled with mistakes and errors. Each case study is designed to encourage conversation and reflection on laws and/or research-supported practices in special education. While IDEA (2004) is the foundation of all legal discussions related to special education, it is not the only law to be considered for each case study.
• Discussion Questions. Each chapter includes five to ten discussion questions for students to consider. Some questions are case specific (e.g. why decisions were made or what could have been improved) and others are IDEA (2004) specific (e.g. which part of the law was violated). While the questions are geared towards the topic of each chapter, they are certainly not all-inclusive of the questions which could be considered or debated. Instructors are encouraged to utilize these questions as applicable to course objectives and course relevance.
• Family and Guardian Communication. This section includes a few prompts to encourage students to consider how to respond to parent emails, interactions, or other means of communication. Examples of prompts include writing emails or newsletter, role-playing scenarios to include phone calls, developing a Prior Written Notice, identifying mistakes within meetings, and creating jargon-free messages or explanations for parents. While there are certainly answers aligned with IDEA law and local regulations, one “right” answer may not exist. Instructors are encouraged to adjust each communication prompt based on local demographics, resources, and situational variance.
• Collaboration: The collaboration prompts are designed to encourage students to engage in conversation with team members, co-teachers, and administration, to name a few. Prompts for discussion include ways to work more effectively in a team situation, considerations for working with co-teachers when faced with difficult conversations, and opportunities to participate in role-playing or meeting simulations to accomplish a task.
• Instructor Notes: Finally, each chapter concludes with notes to the instructor. These notes include ideas for related discussions, extension activities, and corresponding projects or assignments. Often, these notes also reference additional articles, websites, or resources that can be utilized to continue student learning.

Finally, some chapters will also include a resource list, containing links to websites or state documents as it relates to the topic of each chapter. Again, these are not all-inclusive, but meant to provide a starting point for exploration and/ or a deep dive into the chapter topics. To the greatest extent possible, Virginia based websites have been provided when available.

A Case Study Guide to Special Education Copyright © by Jennifer Walker; Melissa C. Jenkins; and Danielle Smith. All Rights Reserved.

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The purpose of a case study is to walk the reader through a situation where a problem is presented, background information provided and a description of the solution given, along with how it was derived. A case study can be written to encourage the reader to come up with his or her own solution or to review the solution that was already implemented. The goal of the writer is to give the reader experiences similar to those the writer had as he or she researched the situation presented.

Several steps must be taken before actually writing anything:

• Choose the situation on which to write
• Gather as much information as possible about the situation
• Analyze all of the elements surrounding the situation
• Determine the final solution implemented
• Gather information about why the solution worked or did not work

From these steps you will create the content of your case study.

Describe the situation/problem

The reader needs to have a clear understanding of the situation for which a solution is sought. You can explicitly state the problem posed in the study. You can begin by sharing quotes from someone intimate with the situation. Or you can present a question:

• ABC Hospital has a higher post-surgical infection rate than other health care facilities in the area.
• The Director of Nursing at ABC Hospital stated that “In spite of following rigid standards, we continue to experience high post-surgical infection rates”
• Why is it that the post-surgical infection rate at ABC Hospital  higher than any other health center in the area?

This sets the tone for the reader to think of the problem while he or she read the rest of the case study. This also sets the expectation that you will be presenting information the reader can use to further understand the situation.

Give background

Background is the information you discovered that describes why there is a problem. This will consist of facts and figures from authoritative sources. Graphs, charts, tables, photos, videos, audio files, and anything that points to the problem is useful here. Quotes from interviews are also good. You might include anecdotal information as well:

“According to previous employees of this facility, this has been a problem for several years”

What is not included in this section is the author’s opinion:

“I don’t think the infection review procedures are followed very closely”

In this section you give the reader information that they can use to come to their own conclusion. Like writing a mystery, you are giving clues from which the reader can decide how to solve the puzzle. From all of this evidence, how did the problem become a problem? How can the trend be reversed so the problem goes away?

A good case study doesn’t tell the readers what to think. It guides the reader through the thought process used to create the final conclusion. The readers may come to their own conclusion or find fault in the logic being presented. That’s okay because there may be more than one solution to the problem. The readers will have their own perspective and background as they read the case study.

Describe the solution

This section discusses the solution and the thought processes that lead up to it. It guides the reader through the information to the solution that was implemented. This section may contain the author’s opinions and speculations.

Facts will be involved in the decision, but there can be subjective thinking as well:

“Taking into account A, B and C, the committee suggested solution X. In lieu of the current budget situation, the committee felt this was the most prudent approach”

Briefly present the key elements used to derive the solution. Be clear about the goal of the solution. Was it to slow down, reduce or eliminate the problem?

Evaluate the response to the solution

If the case study is for a recent situation, there may not have been enough time to determine the overall effect of the solution:

“New infection standards were adopted in the first quarter and the center hopes to have enough information by the year’s end to judge their effectiveness”

If the solution has been in place for some time, then an opportunity to gather and review facts and impressions exists. A summary of how well the solution is working would be included here.

Tell the whole story

Case study-writing is about telling the story of a problem that has been fixed. The focus is on the evidence for the problem and the approach used to create a solution. The writing style guides the readers through the problem analysis as if they were part of the project. The result is a case study that can be both entertaining and educational.

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Special Education Resource Project

Explicit instruction case study part one.

What is a case study?  Heale and Twycross (2018) defined a case study as “research methodology, typically seen in social and life sciences. There is no one definition of case study research.  However, very simply… ‘a case study can be defined as an intensive study about a person, a group of people or a unit, which is aimed to generalize over several units’.”  The case study we are about to explore for explicit teaching follows a teacher as she is restructuring her lesson plan for a phonics lesson.  We will explore who this teacher is, who her students are, how she adjusts her lesson plans and how she demonstrates this during her instruction.  So…let’s meet the teacher.

(Please note that this case study is not a real life example and the occurrence of names to real people is a coincidence. All materials you will see in this case study are original.)

Mrs. Adams is a resource special education teacher at a mid-sized elementary school.  The school is a Title 1 school and serves a large population of English as a Second Language Learners.  Mrs. Adam’s class is made up of three 1st grade students.  Joey whose diagnosis is AHDH, Jordyn whose diagnosis is specific learning disability (SLD) and Oscar whose diagnosis is specific learning disability and he is an English Language Learner.  Her students meet with her daily for 45 minutes for resource reading.

After attending a professional development at her school last week, Mrs. Adams wants to use the principles of explicit instruction in her lessons.  She starts by choosing a lesson on the digraph -sh.  This is the first time this skill will be introduced to students.  The lesson will examine the digraph -sh both at the beginning and the end of words.

If you would like a copy of the 16 Elements of Explicit Instruction, please click on the link below.  

Explicit Instruction – Chapter One (Archer and Hughes, 2011)

Mrs. Adams identifies the prerequisite skills that her students will need to help them with the digraph        -sh.  She decides to review letter sounds since digraphs are different from individual letter sounds.  Mrs. Adams has already established the term “everyone” for the signal word for verbal responses.  This is how she introduces the lesson:

Mrs. Adams Lesson Introduction:

“Today we are going to be learning about digraphs.  Digraphs are two letters put together to make one sound.  These sounds are different from our other letter sounds because those sounds only make one sound.  Let’s look at the letters “s” and “h.  Digraphs are an important part of being able to decode and read words.”

“We are going to be practicing with the digraph “sh.”  By the end of the lesson, you will be able to find the sound “sh” at the beginning of words.  Let’s start our lesson.”

“What sound does “s” make?  (Presents students with S letter card)

“Everyone – “ssss.”  Very good, “s” says “sss.”

“What sound does “h” make?  (Presents students with H letter card) Everyone – “huh.”  Good job, “h” says “huh.”

“Now let’s look at the letters “s” and “h” put together (presents students with SH letter card).

When these letters are put together, they no longer make the sounds “sss” and “huh.”  When together, “s” and “h” make the sound “sshh.  Watch me, I’m going to say the sound for “sh”…”ssshh.”

“Now it’s your turn.  What sound does “sh” make?  Everyone – “sshhh.”  That’s exactly right.  When “s” and “h” are together, they make the sound “sshh.”

“Let’s do some more practice.”

In the lesson, she focused her instruction on the critical content (Element #1) .  She decided that the digraph “sh” was going to be the focus of the instruction.  Digraphs are a central part to decoding words.

After identifying her critical content, she identified the prerequisite skills that her students would need to learn the digraph “sh” (Element #6) .  Students needed to be able to identify the letters “s” and “h” and to know their sounds.

To start her lesson, Mrs. Adams began her lesson with a clear statement of purpose (Element #5) .  Her students know exactly the skill they will be learning and what he expectations are for the end of the lesson.

During her introduction, she used clear and concise language.  She referred to “sh” a digraph.  This is the terminology used to describe the sounds sh, ch, th, wh, etc.  She also refers the letters as having sounds.  (Element #8)

Mrs. Adams provided opportunities for her students to respond to the letter sounds (Element #11) .

Let’s visit Case Study Part 2 to see how Mrs. Adams continues using the elements of explicit instruction in her lesson.  

Click on the image below to see Case Study Part 2.  

References:

Archer, A. L., & Hughes, C. A. (2011).  Explicit instruction: Effective and efficient teaching . New York: Guilford Press.

Center for Teaching

Case studies.

Print Version

Case studies are stories that are used as a teaching tool to show the application of a theory or concept to real situations. Dependent on the goal they are meant to fulfill, cases can be fact-driven and deductive where there is a correct answer, or they can be context driven where multiple solutions are possible. Various disciplines have employed case studies, including humanities, social sciences, sciences, engineering, law, business, and medicine. Good cases generally have the following features: they tell a good story, are recent, include dialogue, create empathy with the main characters, are relevant to the reader, serve a teaching function, require a dilemma to be solved, and have generality.

Instructors can create their own cases or can find cases that already exist. The following are some things to keep in mind when creating a case:

• What do you want students to learn from the discussion of the case?
• What do they already know that applies to the case?
• What are the issues that may be raised in discussion?
• How will the case and discussion be introduced?
• What preparation is expected of students? (Do they need to read the case ahead of time? Do research? Write anything?)
• What directions do you need to provide students regarding what they are supposed to do and accomplish?
• Do you need to divide students into groups or will they discuss as the whole class?
• Are you going to use role-playing or facilitators or record keepers? If so, how?
• What are the opening questions?
• How much time is needed for students to discuss the case?
• What concepts are to be applied/extracted during the discussion?
• How will you evaluate students?

To find other cases that already exist, try the following websites:

• The National Center for Case Study Teaching in Science , University of Buffalo. SUNY-Buffalo maintains this set of links to other case studies on the web in disciplines ranging from engineering and ethics to sociology and business
• A Journal of Teaching Cases in Public Administration and Public Policy , University of Washington

For more information:

• World Association for Case Method Research and Application

Book Review :  Teaching and the Case Method , 3rd ed., vols. 1 and 2, by Louis Barnes, C. Roland (Chris) Christensen, and Abby Hansen. Harvard Business School Press, 1994; 333 pp. (vol 1), 412 pp. (vol 2).

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How to... Write a teaching case study

• What is a teaching case study?

A discussion-based case study is an education tool to facilitate learning about, and analysis of, a real-world situation.

A case study provides a well-researched and compelling narrative about an individual, or a group of people, that needs to make a decision in an organisational setting.

The case study narrative includes relevant information about the situation, and gives multiple perspectives on the problem or decision that needs to be taken, but does not provide analysis, conclusions, or a solution.

On this page...

How does a case study work in education, top tips for writing a case study, what is the difference between teaching cases and research focused cases.

• Writing the case study

How to write a teaching note

• Final thoughts

The Emerald Cases Hub

Which publication would suit my case study.

Read about getting ready to publish and visit the Emerald Cases Hub for courses and guides on writing case studies and teaching notes.

Teaching cases expose students to real-world business dilemmas in different cultural contexts.

Students are expected to read the case study and prepare an argument about the most appropriate course of action or recommendation, which can be debated in a facilitated case study class session, or documented in a case study assignment or examination.

A case teaching note, containing recent and relevant theoretical and managerial frameworks, will be published alongside the teaching case, and can be used to demonstrate the links between course content and the case situation to support teaching of the case method.

Teaching case studies have a distinctive literary style: they are written in the third person, in the past tense, and establish an objectivity of core dilemmas in the case.

We have gathered some top tips for you to think about as your write your case study.

Collect information

Cases can be based on primary or secondary data; however, carrying out interviews with the protagonist and others in the organisation, where possible, often results in a better and more balanced case study.

Make sure that you have all the materials you will need before you start the writing process. This will speed up the actual process. Most case studies have a mixture of primary and secondary sources to help capture the spirit of the protagonist.

Structure the narrative

Tell the story in chronological order and in the past tense. Identify and establish the central protagonist and their dilemma in the first paragraph and summarise the dilemma again at the end of the case.

Develop the protagonist

Ensure the protagonist is a well-developed character and that students can identify with their motivations throughout the case.

Get permission

When you submit your case study and teaching note, you must include signed permission from the relevant protagonist or company featured in the case and for any material for which you don’t own the copyright. 

Be clear on your teaching objective

The case method offers a variety of class participation methods, such as discussion, role-play, presentation, or examination. Decide which method best suits the case you want to write. 

Identify case lead author

You might want to consider writing your case study in partnership with colleagues. However, if you are writing a case with other people you need to make sure that the case reads as one voice.

You do not have to share the work evenly. Instead, play to your individual strengths: one author might be better at data analysis, one a better writer. Agree and clarify the order of appearance of authors. This is very important since this cannot be changed after publication.

Write a thorough teaching note

A well-written case study needs an equally well-written teaching note to allow instructors to adopt the case without the need for additional research. The standard teaching note provides key materials such as learning objectives, sample questions and answers, and more. See 'What to include in your teaching note' to produce effective teaching note for your case.

Writing a teaching case requires a distinctive literary style; it should be written in the third person, in the past tense, and establish objectivity of the core dilemmas in the case.

To begin with, a case has to have a hook: an overriding issue that pulls various parts together, a managerial issue or decision that requires urgent attention. 

The trick is to present the story so that the hook is not immediately apparent but ‘discovered’ by students putting the relevant pieces together. More importantly, the hook must be linked to a particular concept, theory, or methodology. 

A teaching case reflects the ambiguity of the situation and need not have a single outcome, as the intent is to create a dialogue with students, encourage critical thinking and research, and evaluate recommendations.

Research cases are a methodology used to support research findings and add to the body of theoretical knowledge, and as such are more academically-focused and evidence-based.

Writing a case study

How to write & structure a case

• Write in the past tense
• Identify and establish an issue/problem which can be used to teach a concept or theory

The opening paragraph should make clear:

• Who the main protagonist is 
• Who the key decision maker is 
• What the nature of the problem or issue is 
• When the case took place, including specific dates 
• Why the issue or problem arose

The body of the case should:

• Tell the whole story – usually in a chronological order 
• Typically contain general background on business environment, company background, and the details of the specific issue(s) faced by the company 
• Tell more than one side of the story so that students can think of competing alternatives

The concluding paragraph should:

• Provide a short synthesis of the case to reiterate the main issues, or even to raise new questions

Before you start, choose where to publish your case study and familiarise yourself with the style and formatting requirements.

Get ready to publish  

What to include in your teaching note

Case synopsis.

Provide a brief summary (approximately 150-200 words) describing the case setting and key issues. Include:

• Name of the organisation
• Time span of the case study
• Details of the protagonist
• The dilemma facing the protagonist
• Sub-field of academia the case is designed to teach (e.g., market segmentation in the telecommunications sector).

Target audience

Clearly identify the appropriate audience for the case (e.g., undergraduate, graduate, or both).  Consider:

• Possible courses where the case can be used
• Level of difficulty
• Specific pre-requisites
• Discipline(s) for which the case is most relevant

If there are multiple target audiences, discuss different teaching strategies.

Top tip: remember that the deciding factor for most instructors looking to find a case for their classroom is relevancy. Working with a specific audience in mind and sharing guidance on case usage helps develop the applicability of your case.

Learning objectives

Set a minimum of one objective for a compact case study and three to four for a longer case. Your objectives should be specific and reflective of the courses you suggest your case be taught in. Make it clear what students can expect to learn from reading the case.

Top tip: Good learning objectives should cover not only basic understanding of the context and issues presented in the case, but also include a few more advanced goals such as analysis and evaluation of the case dilemma.

Research methods

Outline the types of data used to develop the case, how this data was gathered, and whether any names/details/etc. within the case have been disguised. Please note that you will need to obtain consent from the case protagonist/organisation if primary data has been used. Cases based on secondary data (i.e., any information that is publicly available) are not required to obtain consent.

Teaching plan and objectives

Provide a breakdown of the classroom discussion time into sections. Include a brief description of the opening and closing 10-15 minutes, as well as challenging case discussion questions with comprehensive sample answers.

Provide instructors a detailed breakdown of how you would teach the case in 90 minutes. Include:

• Brief description of the opening 10-15 minutes.
• Suggested class time, broken down by topics, assignment questions, and activities.
• Brief description of the closing 10-15 minutes. Reinforce the learning objectives and reveal what actually happened, if applicable

Assignment questions and answers

Include a set of challenging assignment questions that align with the teaching objectives and relate to the dilemma being faced in the case.

Successful cases will provide:

• Three to five questions aligned to the learning objectives.
• A combination of closed, open-ended, and even controversial questions to create discussion.
• Questions that prompt students to consider a dilemma from all angles.

Successful sample answers should:

• Provide an example of an outstanding (A+) response to each question. To illustrate the full range of potential answers, good teaching notes often go on to provide examples of marginal and even incorrect responses as well.
• Draw from recent literature, theory, or research findings to analyse the case study.
• Reflect the reality that a case may not necessarily have a single correct answer by highlighting a diversity of opinions and approaches.

Supporting material

Supporting materials can include any additional information or resources that supplement the experience of using your case. Examples of these materials include  such as worksheets, videos, reading lists, reference materials, etc. If you are including classroom activities as part of your teaching note, please provide detailed instructions on how to direct these activities.

Test & learn

When you have finished writing your case study and teaching note, test them!

Try them out in class to see if students have enough information to thoughtfully address the case dilemma, if the teaching note supports an engaged class discussion, and if the teaching note assignments/lesson plan timing are appropriate. Revise as needed based on the class experience before submitting.

Guide to writing a teaching note

Our short PDF guide will give you advice on writing your teaching note, what you should include and our top tips to creating an effective teaching note.

Download our guide

Final thoughts on writing

What makes a great teaching case?

• Written in the case teaching narrative style, not in the style of a research article
• Classroom tested, making it much more robust
• Objective, considering all sides of a dilemma
• Aligned with the objectives of the publication in which it is included
• Structured to allow for relevant learning outcomes, enabling students to meet them effectively

Common review feedback comments

• The case requires additional information in order to be taught
• A lack of detail
• Suggested answers are not supported by the case
• Learning objectives which apply a model without a purpose
• No sample answers
• Not written in the third person or past tense
• No analysis or lessons learned

What makes a good teaching note?

• Clear learning objectives
• Suggested class time, broken down by topics
• Suggested student assignment
• Brief description of the opening and closing 10-15 minutes and case synopsis
• Challenging case discussion questions with sample answers
• Supporting materials – worksheets, videos, readings, reference material, etc
• Target audience identified
• If applicable, an update on ‘what actually happened’

Register on the Emerald Cases Hub to access free resources designed by case-writing experts to help you write and publish a quality case study. Develop your skills and knowledge with a course on writing a case study and teaching note, view sample cases, or explore modules on teaching/leaning through the case method.

Visit the Emerald Cases Hub

A key factor in boosting the chances of your case study being published is making sure it is submitted to the most suitable outlet. Emerald is delighted to offer two key options: 

Emerging Markets Case Studies (EMCS)

EMCS welcomes well-researched, instructive, and multimedia online cases about the most interesting companies in complex emerging market contexts, to be used by faculty to develop effective managers globally. 

Cases must be factual and be developed from multiple sources, including primary data sourced and signed-off by the company involved.  

Find out more about EMCS

The CASE Journal (TCJ)

TCJ is the official journal of The CASE Association, the leading online, double-blind, peer-reviewed journal featuring factual teaching cases and case exercises spanning the full spectrum of business and management disciplines.

TCJ invites submissions of cases designed for classroom use.  

Find out more about TCJ

The journal peer review process

Understand the journal and case study peer review process and read our tips for revising your submission.

Submit your case study

Submit your case through your chosen channel’s online submission site, find author support and understand your next steps to publish your case study.

Competitions

We partner with a range of organisations to offer case writing competitions. Applying for an award opens the door to the possibility of you receiving international recognition and a cash prize.

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TJC professor co-writes book on special ed documentation

Dr. Andrea Hathcote, TJC professor of Learning Framework, has co-written an educational guide to help special education instructors to better understand and document the needs of their students.

Hathcote and Dr. Kathleen Boothe, associate professor of special education at Southeastern Oklahoma State University, have written “A Case Study Approach to Writing Individualized Special Education Documents: From Preschool to Graduation,” which was published in January by the Council for Exceptional Children. It is available at ExceptionalChildren.org/store/books .   The book follows the educational journey of Rochelle, a special education student, from Head Start (pre-k) through high school. Through Rochelle’s struggles and successes, readers gain insight on how to apply her situation to their own work in composing important documents that special education students require during their education, including: Individualized Family Service Plan (IFSP), Individualized Education Plan (IEP), a Functional Behavioral Assessment (FBA) and Behavior Intervention Plan (BIP), and finally, an Individualized Transition Plan (ITP).   Hathcote has spent most of her career serving at-risk students. Her educational background is in special education, where she specialized in working with students who have emotional and behavioral challenges. She has been a classroom teacher, school administrator and Court Appointed Special Advocates (CASA) volunteer. She is a parent of children with exceptional needs, and she herself has a learning disability. Her passion for helping all students succeed is personal.   She joined TJC as an adjunct (part-time) professor in 2015 and became a full-time professor in 2018. She has been a professor and coordinator for TJC’s TRIO Student Support Services division, a federally funded grant program focused on reducing barriers for first-generation, low-income students and students with disabilities; and she is an active member of the Texas Community College Teachers Association.   Her current research interest includes providing undergraduate research opportunities in the TJC Presidential Honors Program’s first-year experience courses.   

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A Case Study Approach to Writing Individualized Special Education Documents: From Preschool to Graduation

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Author(s): Kathleen A. Boothe, Ph.D., Andrea R. Hathcote, Ph.D

Year published: 2021

Publisher: Council for Exceptional Children

Number of pages: 108

Product Number: P6341

ISBN Number: 978-0-86586-549-5

Member Price: $24.95 (16% off)

Non-Member Price: $29.95

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BOOK INFORMATION

This book follows a special education student through her entire education program. The case study provides readers the relevant information to complete special education documents beginning with the Individualized Family and Service Plan (IFSP) and ending with the Transition Plan. This book was created for anyone wanting to practice writing an IFSP or any of the required Individual Education Program (IEP) documents.

• Chapter 1: Fundamentals of the Book
• Chapter 2: Factors to Consider When Writing Individualized Special Education Documents
• Chapter 3: Rochelle Qualifies for Early Intervention Services: Writing an Individualized Family Service Plan
• Chapter 4: Rochelle Goes to Elementary School: Writing an Individualized Education Program 
• Chapter 5: Rochelle Needs Behavior Support: Writing Behavior Intervention Plans
• Chapter 6: Rochelle Plans for Graduation: Writing Transition Plans

Kathleen A. Boothe

Kathleen A. Boothe, PhD, is an Associate Professor and Program Coordinator of Special Education at Southeastern Oklahoma State University in Durant, Oklahoma. She is an active member of the Council for Exceptional Children Teacher Education Division and Oklahoma CEC. Her research interests include improving educator preparation programs as it relates to Universal Design for Learning and Classroom Management. 

Andrea R. Hathcote

Andrea R. Hathcote, PhD, is a Professor of Learning Framework at Tyler Junior College in Tyler, Texas. She is an active member of the Texas Community College Teachers Association. Her research interests include providing undergraduate research opportunities in Honors first year experience courses. 

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A Case Study Approach to Writing Individualized Special Education Documents: From Preschool to Graduation 1st Edition

• Author(s) Kathleen A. Boothe, Andrea R. Hathcote
• Publisher Council for Exceptional Children

Print ISBN 9780865865495, 0865865493

Etext isbn 9780865865754, 0865865752.

• Edition 1st
• Copyright 2021
• Available from $ 8.74 USD SKU: 9780865865754R30

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A Case Study Approach to Writing Individualized Special Education Documents: From Preschool to Graduation 1st Edition is written by Kathleen A. Boothe, Andrea R. Hathcote and published by Council for Exceptional Children. The Digital and eTextbook ISBNs for A Case Study Approach to Writing Individualized Special Education Documents: From Preschool to Graduation are 9780865865754, 0865865752 and the print ISBNs are 9780865865495, 0865865493. Save up to 80% versus print by going digital with VitalSource.

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Case Study on Special Education

Special education case study:.

Special education is the style and methodology of education dedicated to the students with special needs. It is natural that nowadays education has become differentiated and teachers pay attention to the needs and capacities of every student. It does not worth mentioning that students are different and they require different amounts of time and efforts to learn something, so modern trend of education is aimed at the selective approach towards every student. Special education touches upon the students of different categories – who have learning disabilities, physical disabilities, behavioural disorders, intellectual giftedness and the ones whose education has been interrupted because of war. First of all, special education is aimed at the students with learning disabilities.

Such young people require more time to master new skills and gain knowledge and teachers apply special pedagogical methods which make this process faster and more quality.The students who suffer from physical disabilities also receive the chance to study in special conditions due to the brand new equipment and appliances which can make the process of education easier and closer to them. Gifted children also require special approach towards education, because they catch information rapidly and demand more intensive programmes and schedule; otherwise they become bored and waste their potential.Such students attend additional classes or simply receive more complicated assignments which can be interesting and useful for them. Finally, there are students who had to interrupt the process of their education because of the accidents, ecological threat, military conflicts and wars on the territory of their country, city or local area. They require additional classes and assignments to catch up with other students in the class.

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Special education is the practice which is expected to help students with special needs receive appropriate knowledge and skills for their future profession. The young person can observe the problem on special education on the example of the definite case collecting information about it and thinking about the cause and effect of this practice. Moreover, the student should analyze the techniques, strong and weak sides of special education and evaluate its usefulness objectively. One has to generate a few useful ideas which can solve the problem of the case in the constructive and professional way making special education effective and relevant.The young person is able to find the useful answers to her questions about the right formatting of the paper and the logical composition of the text looking through a free example case study on special education student online. The student can learn about the analysis of the paper, the manner of presentation of the data and appropriate summarizing of the content following the free sample case study on special education in the Philippines.

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