Baseline assessment of Grade 2 learners with special needs in public school

Abstract

This study, employing a case study design, conducted a baseline assessment of six Grade 2 learners with special needs in a public school to identify signs of developmental delays, conduct disorders, or learning problems. Referred by their general education teacher with parental consent, the learners were assessed in reading (letter identification, phonemic awareness, decoding, fluency, and comprehension), writing (spelling and simple sentence construction), and mathematics (early numeracy, number sense, and calculations). While teachers and parents were asked to complete Hannell's checklists, only teachers responded, noting the Conduct Disorder checklist's inapplicability due to the learners' behavioral issues stemming from lesson difficulties. Using CDC developmental milestones (6-8 years) as a guide, the teacher found no signs of developmental delays. Assessment materials were adapted from the Phil-IRI Passage, Fry’s Sight Words, K-5 Learning, and Twinkl. Results showed no developmental delays (based on CDC milestones) or conduct disorders (based on teacher observation and lack of Conduct Disorder checklist use). Undesirable behaviors were attributed to difficulties with lessons. However, all learners showed signs of learning problems in reading, writing, and math, highlighting the need for targeted interventions across all three areas. To support struggling Grade 2 learners, teachers should provide remedial instruction, participate in targeted training to develop specialized skills, create individualized education plans (IEPs) focusing on specific learning weaknesses, and engage in one-on-one discussions to customize teaching strategies and provide direct intervention.