Tempe Wilson: An Observation-based Case Study
Document Type
Article
Publication Date
6-1-2023
Publication Title
The Journal of Case Learning and Exceptional Learners
DOI
10.20429/jclel.2023.010104
Abstract
This observation-based case study is designed to capture the experience of a school-based evaluation process and psychological evaluation for Tempe, a black cis-gender, 4th-grade female student in a suburban area of a southeastern U.S. state. Given input from a variety of sources, this evaluation demonstrates the importance of flexibility of assessment administration, considerations for reliability, and triangulation in data interpretation for a useful and effective process (Wakeman et al., 2023). This case demonstrates how Tempe's diagnoses, experiences, strengths, and needs may inform the development of an Individualized Education Program (IEP). Questions on effective evaluations, recommendations, collaborations between the team members, and future case manager decision-making are posed in the reflection questions.
Recommended Citation
Haughney, Kathryn L..
2023.
"Tempe Wilson: An Observation-based Case Study."
The Journal of Case Learning and Exceptional Learners, Kathryn Haughney, Jeongae Kang, and Aftynne Cheek (Ed.), 1 (1): Georgia Southern University Press.
doi: 10.20429/jclel.2023.010104
https://digitalcommons.georgiasouthern.edu/teach-elementary-facpubs/76
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Comments
Georgia Southern University faculty member, Kathryn L. Haughney co-authored Tempe Wilson: An Observation-based Case Study.