Read about the 7 steps of the INCLUDE strategy for adjusting instruction. The descriptions of the 7 steps begin on page 140 of your textbook and go through the top of 150. Additional

Read about the 7 steps of the INCLUDE strategy for adjusting instruction. The descriptions of the 7 steps begin on page 140 of your textbook and go through the top of 150. Additionally, the components of INCLUDE are illustrated in Figure 5.2 on page 151. Pages 151-middle of 176 provide you specific information about each item illustrated in Figure 5.2. 

After reviewing this content, read the student case studies below and choose one you want to focus on for your work using the INCLUDE strategy.

Case Studies

WO LIN

 Wo Lin is an 11-year-old bilingual female who came to this country from Malaysia two years ago. She has encountered serious learning problems resulting primarily from her physical disability, time lost from school during surgery, and relocation to the U.S. Wo has poor circulation in her hands and feet that causes swelling and discoloration of her fingers and toes. Extremely motivated to learn and from an educationally ambitious family, she is keenly aware of her failure and very anxious in academic situations. This results in further impairment of her performance.

 Academically, she is far below the fifth grade in reading, spelling, and arithmetic. She reads at a low third grade level, with good overall comprehension based on context, but with many common words unknown to her. Auditory discrimination of consonant blends and knowledge of the consonant sound-symbol relationship are inadequate. In addition, she confuses some of the short vowel sounds and is unsure of the long vowels. 

Wo Lin has not read enough in English to develop a sufficiently large sight vocabulary to cope with the assignments given her. In arithmetic, she can perform the basic operations, but she lacks the reading ability required to complete word problems. In addition, she has difficulty completing multi-step problems such as three-digit multiplication or long division. Finally, her physical condition makes holding pencils and crayons difficult. Her poor handwriting and artwork are a source of embarrassment to her.

Wo Lin is an extremely pleasant student who makes friends easily and enjoys group activities during classes or at recess. She is the middle child in a two-parent family. Her siblings are academically average brothers who are very protective of Wo in social situations.