A

REPORT
ON:
“CASE STUDY OF A CHILD WITH LEARNING
DIFFICULTIES”

SUBMITTED TO THE DEPARTMENT OF EDUCATION FOR THE PARTIAL

FULFILLMENT OF THE REQUIREMENT FOR THE DEGREE OF B.A. (HONOURS) IN
EDUCATION.

GUIDED BY SUBMITTED BY
MR. LAXMIDHARA MUDULI SUBHASHREE ROUTRAY
MISS. BANITA BEHERA Roll No -22DED033

APRIL 2023-24

DEPARTMENT OF EDUCATION
 DECLARATION

I here by declare that the project report entitled ‘A REPORT ON: CASE OF A
CHILD WITH LEARNING DIFFICULTIES is record of bonafied resource work
carried by me. I further declared that the project reported here has not submitted
else Where in part or in full, for any other examination purpose.

Date – 08.05.2024 Name:

Place - Cuttack Roll no:

CERTIFICATE
 This is to certify that Subhashree Rouray, of UG 4th sem. has successfully
completed the practical or research on activeness of ug student of ug students under
the guidance of Mr. Laxmidhara muduli during the year 2024 in the partial
fulfillment of Guidance and counseling practical examination conducted.

SIGNETURE OF THE SUPERVISOR

 ACKNOWLEDGEMENT

I undertook this project work, as the part of my UG 4th semester. I had tried to
apply our best of knowledge and experience. However quite complex and time
consuming process.

I would like to express my deep and science gratitude to the entire Department
of education and special thanks to our learner teacher MR. Laxmidhara muduli, for
his help and guidance throughout the project.

I great full to acknowledge the constructive suggestions and time motivation of

our honorable the successful completion of his project.

SUBHASHREE ROUTRAY
 Content

1 INTRODUCTION 1

2 BACKGROUND OF THE STUDY 1

3 IDENTIFICATION OF THE PROBLEM 4

4 OBJECTIVE OF THE STUDY 4

5 METHODOLOGY 4

6 DESIGN 4

7 SAMPLE 5

8 TOOLS AND TECHNIQUES 5

9 PROCEDURE OF DATA COLLECTION 5

10 ANALYSIS AND INTERPRITATION 6

11 MAJOR FINDINGS 7

12 SUGGESTION FOR GUIDANCE PROGRAME 8

13 CONCLUSION 9

14 REFERANCE 10

15 APPENDIX 11
1. INTRODUCTION
Growing up can be tough, especially for kids facing extra challenges. This case study
looks closely at kids who have special needs and come from tough backgrounds.
These kids are real heroes, fighting through difficulties like disabilities and tough
situations at home.

We want to understand what these kids go through. We'll look at how their families,
schools, and communities help them out. By seeing all the different ways people pitch
in, we can understand how important it is to support kids like these in every way
possible.

What really matters here is focusing on what these kids can do, not just what they
can't. By giving them the right kind of help and support, we can help them shine. This
case study is all about showing the power of kindness, understanding, and standing up
for those who need it most.
So, as we dive into this story, let's remember one big thing: when we all come together
to support kids facing tough times, amazing things can happen. It's all about giving
every child the chance to be their best selves, no matter what challenges they may
face.

2. BACKGROUND OF THE STUDY

Guidance refers to the process of providing support, advice, and direction to
someone in order to help them make informed decisions, solve problems, or
navigate challenges. It involves offering assistance, encouragement, and practical
suggestions to individuals as they explore different options, set goals, and work
towards achieving them.

In various contexts, guidance can take different forms. For example, in education,
guidance may involve helping students choose courses, explore career paths, or
overcome academic difficulties. In counselling or therapy, guidance may focus on
helping individuals address personal or emotional issues, develop coping strategies,
or improve their overall well-being. In a professional setting, guidance can involve
mentoring, coaching, or providing feedback to support an individual's professional
growth and development.

Overall, guidance aims to empower individuals by equipping them with the

knowledge, skills, and resources they need to make informed decisions, achieve
their goals, and navigate life's challenges effectively. It often involves a
collaborative process between the individual seeking guidance and the person or
people offering support and assistance.

The synonyms of ‘to guide’ are – to lead, to conduct, to regulate, to direct, to steer,
to show, to channel, to point.
Guidance involves personal help given by someone; it is designed to assist a person to decide
where he wants to go, what he wants to do, or how he can best accomplish his purpose; it assists
him to solve problems that arise in his life. It does not solve problems for the individual but helps
him to solve them.

The focus of guidance is the individual, not the problem; its purpose is to promote the growth of
the individual in self-direction. This guidance may be given to groups or to individuals, but it is
always designed to help individual even though they may be in group.

DEFINATION
Knapps. “Learning about the individual student, helping him to understand himself, effecting
changes in him and in his environment which will help him to grow and develop as much as
possible – these are the elements of guidance.”

Secondary Education Commission, 1952. “Guidance involves the difficult art of helping boys
and girls to plan their own future wisely in the full light of all the factors that can be mastered
about themselves and about the world in which they are to live and work.”

Crow and Crow. “Guidance is assistance made available by personally and adequately trained
men or women to an individual of any age to help him manage his own life activities, develop his
own points of view, make his own decisions and carry his own burdens.”

John Brewer. “Guidance is a process through which an individual is able to solve his problems
and pursue a path suited to his abilities and aspirations.”

EDUCATIONAL GUIDANCE

Educational guidance is a specialized form of support provided to students to help

them make informed decisions about their academic pursuits, personal
development, and career goals. It encompasses a range of activities and
interventions aimed at assisting students in maximizing their educational
opportunities and achieving success both in and beyond the classroom.

Key aspects of educational guidance include:

1. Academic Counselling: Educational guidance involves assisting students in

selecting appropriate courses, developing study skills, and addressing academic
challenges. Counselors may help students set academic goals, track their progress,
and explore enrichment opportunities such as advanced placement or
extracurricular activities.

2. Career Exploration: Educational guidance helps students explore various career

options based on their interests, skills, and aspirations. This may involve career
assessments, job shadowing opportunities, informational interviews, and guidance
on educational pathways and vocational training programs.

3. Personal Development: Educational guidance supports students in developing

essential life skills such as time management, organization, and communication.
Counselors may also address personal issues that impact academic performance,
providing a safe and supportive environment for students to discuss their concerns.

4. College and Postsecondary Planning: For students considering higher education,

educational guidance includes assistance with college applications, financial aid,
 and scholarship opportunities. Counsellors may also provide guidance on selecting
colleges or vocational programs that align with students' interests and career goals.

5. Transition Support: Educational guidance helps students navigate transitions

between grade levels, schools, or educational settings. This may include orientation
programs, transition planning for students with disabilities, and support for students
transitioning from high school to college or the workforce.

Overall, educational guidance plays a vital role in supporting students' academic

success, personal growth, and career readiness by providing them with the tools,
resources, and guidance they need to make informed decisions and achieve their
full potential.
NEEDS OF EDUCATIONAL GUIDANCE

Instructive direction fills in as a compass, assisting people with settling on educated decisions at
each junction regarding their instructive campaign. It provides invaluable support and direction
for everything from academic accomplishments to career aspirations and personal development.

Educational guidance is crucial for several reasons:

1. Career Planning: Educational guidance helps individuals explore their interests, strengths, and
aspirations to make informed decisions about their academic and career paths.

2. Academic Achievement: Guidance provides strategies for academic success, including study
skills, time management, and effective learning techniques.

3. Personal Development: It supports personal growth by fostering self-awareness, confidence,

and resilience, which are essential for navigating challenges in both academic and personal life.

4. Goal Setting: Guidance helps individuals set realistic goals and develop action plans to
achieve them, whether it's completing a degree, pursuing further education, or entering the
workforce.

5. Resource Awareness: It familiarizes individuals with educational resources, such as

scholarships, internships, and extracurricular activities, to enhance their learning experiences and
career opportunities.

6. Adaptability: In a rapidly changing world, educational guidance equips individuals with the
skills and mindset to adapt to new challenges, technologies, and industries throughout their lives.

Overall, educational guidance plays a vital role in empowering individuals to make informed
decisions, achieve their academic and career goals, and thrive in a dynamic and competitive
environment.
CWSN

"Children with special needs" is a term used to describe children who require
additional support and accommodations due to physical, cognitive, emotional, or
developmental challenges that may affect their ability to participate fully in typical
activities or environments. These challenges can vary widely in nature and severity,
and may include conditions such as:

1. Physical disabilities: Conditions that affect mobility, coordination, or physical

functioning, such as cerebral palsy, muscular dystrophy, or spina bifida.

2. Cognitive disabilities: Conditions that impact intellectual functioning, learning,

and adaptive skills, such as intellectual disabilities, autism spectrum disorder, or
specific learning disabilities.
3. Sensory impairments: Conditions that affect vision or hearing, such as blindness,
low vision, deafness, or hearing impairment.

4. Emotional or behavioural disorders: Conditions that affect emotional regulation,

behaviour, or social interactions, such as attention-deficit/hyperactivity disorder
(ADHD), anxiety disorders, or depression.

5. Developmental delays: Delays in reaching developmental milestones in areas

such as speech and language, motor skills, or social-emotional development.
Children with special needs may require various forms of support and intervention
to help them thrive and reach their full potential. This may include specialized
education services, therapy (such as physical therapy, occupational therapy, or
speech therapy), assistive technology, accommodations in the classroom, and
support from healthcare professionals, educators, and caregivers.

It's important to recognize that each child is unique, and their needs and abilities
may vary. Additionally, the term "special needs" is evolving, and there is increasing
emphasis on using person-first language (e.g., "children with disabilities" rather
than "disabled children") to emphasize the individuality and dignity of each child.
3. IDENTIFICATION OF THE CASE

Jamal's case underscores the struggles faced by children growing up in socially

disadvantaged environments, where poverty, limited resources, and lack of support
services create barriers to their overall well-being and development. Despite his
potential, Jamal's access to healthcare, education, and nutritious food is impeded by
his family's financial constraints and lack of community resources. His situation
exemplifies the interconnected challenges that children from disadvantaged
backgrounds often face, highlighting the urgent need for targeted interventions and
systemic changes to create a more equitable society where all children have the
opportunity to thrive.

4. OBJECTIVE OF THE STUDY

• To identify the problem pertaining to the case.

• To provide guidance based on the data collected.

5. METHODOLOGY

For this the investigator choose Case study method for in depth exploration. Case studies allow
for a detailed examination of a specific individual or situation, providing rich insights into the
complexities and nuances of Jamal's experience growing up in a socially disadvantaged
environment. This method was well-suited for capturing the multifaceted challenges and barriers
faced by Jamal and understanding the interconnected factors influencing his well-being.
Conducting a case study allowed for a manageable research scope, given the focus on Jamal's
specific circumstances. This methodology was practical in terms of data collection and analysis
while also ensuring ethical considerations regarding privacy, consent, and confidentiality were
adhered to in sharing Jamal's story. Jamal's case study serves as a real-life example illustrating
the struggles of children living in poverty and facing limited access to essential resources. By
presenting a specific case, this report humanizes the broader issues of social disadvantage and
brings attention to the urgent need for targeted interventions and systemic changes to support
vulnerable children like Jamal.

7. SAMPLE

As a sample the investigator choose a student from a random school the case study.
8. TOOLS AND TECHNIQUES

Given its flexibility and depth, I opt for the semi-structured interview method as a
means of data collection. This approach entails posing a series of open-ended
questions to participants, supplemented by probing inquiries to delve deeper into their
responses and the focal subject matter.
9. PROCEDURE OF THE DATA COLLECTION
In accordance with our subject requirements, I initially develop a tailored tool or
checklist for the case at hand. Subsequently, I select a singular child with disabilities
(CWSN) as the focus of my study. Prior to observing the child, I obtain consent from
their parents. Once granted, I commence the observation process, gathering
comprehensive data from various sources including the child's parents, friends, and
teachers. This data encompasses aspects such as lifestyle, medical history, academic
performance, and past experiences. Specifically, I delve into the challenges posed by
the child's physical disability and the corresponding impacts. Furthermore, I
meticulously document the child's behaviour across different settings including home,
school, and social environments. Engaging with the child's teachers, friends, and
family aids in gaining insights into their mental and physical well-being as well as
behavioural patterns. Additionally, I extend my inquiries to the child's peers and
elders to glean a holistic understanding of their personality. Through this rigorous data
collection process, I aim to identify the child's strengths, weaknesses, and creative
capabilities, alongside assessing their cognitive abilities, moral compass, and
innovative thinking.

CASE PROFILE

1. NAME OF THE STUDENT-

2. AGE-
3. GENDER-
4. STANDARD-
5. SCHOOL-
6. VILLAGE-
7. DISTRICT-
8. STATE-
9. RELIGION-
10. CASTE-
 11. MOTHER TOUNGE-

10. ANALYSIS AND INTERPRETATION

By collecting data about child I found these conclusions:

Family Background:
Jamal's mother works long hours as a cleaner in office buildings to support the family. She
struggles to make ends meet, often relying on government assistance programs to supplement
their income. Jamal's father is absent from their lives, leaving his mother as the sole provider and
caregiver.

Education:
Jamal attends a public school in his neighborhood, where resources are limited, and the student
body is primarily from low-income families. Despite his potential, Jamal's academic
performance is below average due to a lack of resources at home and struggles with absenteeism.
He often misses school to take care of his younger siblings when his mother is working.

Health and Nutrition:

Access to healthcare is a major challenge for Jamal and his family. Without health insurance,
preventive care and medical treatment are often out of reach. Jamal has a history of untreated
dental issues and frequent illnesses due to inadequate healthcare access. The family's diet is
limited by financial constraints, leading to a lack of proper nutrition.

Community Support:
Jamal's community is characterized by high levels of poverty and limited access to social
services. While some local organizations provide occasional food assistance and after-school
programs, there is a lack of comprehensive support for families like Jamal's. Community
resources are stretched thin, making it difficult for families to access the help they need.

Impact on Development:
Jamal's social disadvantage has a significant impact on his overall development. He struggles
academically due to a lack of support at home and inconsistent school attendance. His physical
health suffers from untreated medical conditions and poor nutrition. The stress of living in
poverty affects his emotional well-being and social relationships, leading to feelings of isolation
and insecurity.

Recommendations:
1. Healthcare Access: Connect Jamal's family with affordable healthcare services to address his
medical needs and ensure regular check-ups and treatment for existing conditions.
2. Academic Support: Provide Jamal with tutoring, educational resources, and mentorship
programs to support his academic progress and attendance at school.
3. Nutritional Assistance: Offer nutritional support through food assistance programs, school
meal programs, and education on healthy eating habits to improve Jamal's overall health and
well-being.
4. Community Engagement: Engage local organizations, schools, and community members in
supporting families like Jamal's through outreach programs, family support services, and mental
health resources.

11. MAJOR FINDINGS

Conclusion:
Jamal's case highlights the challenges faced by children from socially disadvantaged
backgrounds and the need for comprehensive support to address their complex needs. By
addressing issues related to healthcare access, education, nutrition, and community support, we
can create a more inclusive and equitable environment for children like Jamal to thrive and reach
their full potential. It is essential to advocate for systemic changes that address the root causes of
poverty and inequality to enable all children to lead healthy and fulfilling lives.

12. SUGGESTION FOR GUIDANCE PROGRAME

Recommendations:
1. Healthcare Access: Connect Jamal's family with affordable healthcare services to address his
medical needs and ensure regular check-ups and treatment for existing conditions.
2. Academic Support: Provide Jamal with tutoring, educational resources, and mentorship
programs to support his academic progress and attendance at school.
3. Nutritional Assistance: Offer nutritional support through food assistance programs, school
meal programs, and education on healthy eating habits to improve Jamal's overall health and
well-being.
4. Community Engagement: Engage local organizations, schools, and community members in
supporting families like Jamal's through outreach programs, family support services, and mental
health resources.

13. CONCLUSION
From the above discussion, it is evident that guidance and guidance programs play a crucial role
in human life. Guidance aims to provide solutions to problems and steer individuals towards a
better direction in life. When guidance and programs are organized, they influence the attitudes
and activities of those involved in the process. Identifying a child's problem and providing
guidance in a short period of time was a challenging task, and I am immensely grateful to my
mentor who supported me in providing educational guidance tailored to the child's needs.

I extend my heartfelt thanks to the headmaster of Ganapati Shishu Vidya Mandira for allowing
me to conduct my practical work at the school, and to the teachers who assisted me in identifying
the problem. This case study has enriched my knowledge and experience, equipping me with the
skills to address and guide children and people in the future.

This experience has taught me invaluable lessons that will enable me to solve problems and
provide guidance for the future success of children and individuals.
14. REFERANCE

• "What is disability?". Education to employment. National Disability Coordination Officer

Program. University of Western Sydney. 2012. Archived from the original on July 24, 2013.
Retrieved January 8, 2014.
•  Physical Disabilities, California State University, Northridge
•  "Prenatal Injury". ScienceDirect. Elsevier B.V. 2022. Retrieved 27 June 2022.
•  "Birth Defects Research & Prevention" (Government website). Bureau of Family Health
and Nutrition. Massachusetts Center for Birth Defects Research and Prevention. Boston:
Department of Public Health. 2022. Retrieved 27 June 2022.
•  Wright, Joyce A. (2008). "Prenatal and postnatal diagnosis of infant disability: Breaking the
news to mothers". The Journal of Perinatal Education. 17 (3). Springer: Lamaze International:
27–32. doi:10.1624/105812408X324543. eISSN 1548-8519. ISSN 1058-1243. PMC 2517190.
PMID 19436417.
ProQuest 1844560198.
•  Cooke, Michele L. (2018-10-11). "What is my deaf way of science?". UMass Magazine.
University of Massachusetts Amherst. Archived from the original on 2019-05-03. Retrieved
2020-04-09.
•  Dolnick, Edward (September 1993). "Deafness as Culture" (PDF). The Atlantic. 272 (3).
MasterFILE Complete: EBSCO: 37. ISSN 0276-9077. OCLC 936540106. Archived from the
original (PDF) on 2018-10-04.
•  Mindess, Anna (2006). Reading Between the Signs: Intercultural Communication for Sign
Language Interpreters. Sharon Neumann Solow, Thomas K. Holcomb. Boston: International
Press. ISBN 978-1931930-26-0. OCLC 829736204.

15. APPENDIX
DEMOGRAPHIC INFORMATION:
1. NAME OF THE STUDENT-
2. AGE-
3. GENDER-
4. STANDARD-
5. SCHOOL-
6. VILLAGE-
7. DISTRICT-
8. STATE-
9. RELIGION-
10. CASTE-
11. MOTHER TOUNGE-

PHYSICAL DATA:
 1. HIGHT-
2. WEIGHT-
3. EYESIGHT-
4. PHYSICAL DISABILITY-

DAILY SCHEDULE:
1. WAKEUP TIME-
2. SCHOOL TIME-
3. BACK FROM SCHOOL
4. SELF STUDY TIME-
5. TUTION TIME-
6. LISURE TIME-

HEALTH DATA:
1. HERIDITY DISEASE-
2. CHONICAL DISEASE-
3. NON CHONICAL DISEASE-
4. BLOOD GROUP-
5. TEMPERATURE-
6. HEARTRATE/PULSE-

ACADEMIC DATA:
1. IF HE\SHE STUDING-
2. IF (YES) WHICH SCOOL-
3. SCHOOL LOCATED AT-
4. GOVT. \ PVT.-
5. REGULAR ATTENDANCE-
6. BEHAVIOUR TOWARDS TEACHERS-

FAMILY DATA:
1. FATHER OCCUPATION-
2. MOTHER OCCUPATION-
3. FATHER EDUCATION-
4. MOTHER EDUCATION-
5. FAMILY TOTAL INCOME (MONTHLY)-

NATURE OF FAMILY:
1. SIBILINGS-
2. 1ST CHILD OR OTHER-
3. NUMBER
OF
MEMBER IN
 THE
FAMILY-
4. ELDERS-
5. YOUNGERS
6. AMOUNT OF TIME SPENT WITH THE FAMILY-
7. DOES THE FAMILY GO ON TRIPS OR PICNICS OFTEN-
8. THE CHILD INTERACT WITH THE OTHER FAMILY MEMBER-
9. EXICUT ANY AWKERD BEHAVIOUR AMONG FAMILY MEMBERS-
10. NUCLEAR OR JOINT FAMILY-

ACHIEVEMENT TEST:
1. PREVIOUS YEAR ANNUAL EXAM
MARK-
2. PER SUBJECT PERFOMANCE-
3. 3. MONTHLY EXAMINATION
MARK-
4. REGULAR ATTENDANCE-
5. ASSESMENTS OR HOME WORKS-
6. ACIVEMENTS IN SPORTS OR OTHER –
7. OTHER CREATIVE WORK-

PRRSONAL DATA:
1. HOBBIES-
2. AIM-
3. ROLE MODEL-
4. FAVORITE SUBJECT-

EXCEPTIONAL BEHAVIOUR
1. ANGER ISSUE

2. FINGURE SOKING

3. NAIL BITING
 4. SREALING/CRIMINAL BEHAVIOUR

5. VIOLENT BEHAVIOUR

6. LIPBITING

7. SELF HARMING

8. LYING

9. SUICIDAL BEHAVIOUR

10. RESTLESSNESS

11. INTATTENTION

SCHOOL ENVIRONMENT
1. NOISE FREE

2. PLAYGROUND AVAILABLE

3. PROPER CLASS ROOMS AVAILABLE

4. SUFFICIENT TEACHER AVAILABLE

PEER GROUP RELATIONSHIP

1. DO YOU HAVE A LARGE FRIEND GROUP

2. DO YOU HAVE A SMALL FRIEND GROUP

3. DO YOU HAVE ANY CLOSE FRIEND

4. DO YOU STUDY WITH YOUR FRIENDS AFTER SCHOOL

5. DO YOU PLAY WITH YOUR FRIENDS AFTER SCHOOL

6. DO YOU EVEN ARRANGE ANY PROGRAME WITH YOUR

FRIEND
7. DO YOU EVEN GO OFTEN TRIPS OR PICNIC WITH YOUR
FRIENDS
SOCIAL DATA
1. ARE YOU A MEMBER OF ANY PARTY OR GROUPS

2. DO YOU ATTEND SOCIAL FUNCTIONS NEAR YOUR HOUSE

3. DO YOU TALK WITH YOUR NEIGHBOURS

4. DO YOU HELP YOUR NEIGHBOURS IN THEIR HARD TIME