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This case study examines the arrangement of children who have a physical impairment and require improved socialization skills. Seven-year-old Cheri has been studying in first grade since she missed one year due to bone disease. The girls’ bones are fragile, and any even minor hit and push can damage them and cause a fracture (Evertson & Poole, 2002). For this reason, she was seated at the teacher’s desk to protect her from possible injuries.
However, Cheri, in such a place, cannot communicate with her classmates and improve her social skills. At the same time, interacting with peers helps her study better (Evertson & Poole, 2002). Therefore, the teacher needs to change the location of Cheri to the one where she can communicate with other children, but at the same time, remain protected. The case study offers three places from which a teacher needs to determine the most suitable.
The most appropriate place for Cherry is the corner seat at the table near the door as it provides easy access to the workplace, but the girl is among the children. In the picture, this seat is marked with the letter “C” (Evertson & Poole, 2002). Places “A” and “B” are too far from the front door, Cheri will have to pass two or three tables to get to them. At the same time, Cheri does not need to pass unnecessary obstacles to get to the first table in the classroom. In addition, the teacher’s desk is also in a straight line from Cheri’s place, but far enough to prevent crowding near the girl, so Cheri and the teacher have free space for movement. The trash bin is also far from Cheri, but within easy reach, so the girl herself can access it and will not run into children.
The seat “C” is also suitable for Cheri because she sits facing her classmate. This position is convenient for communication, as well as for listening to a teacher who is not far from the girl. Therefore, Cheri will be able to improve not only her communication skills but also her academic performance. The teacher can also take an additional measure for Cheri’s safety by warning children about the girl’s syndrome to avoid accidental injuries of her by classmates. Thus, the place at the table near the front door is the safest and most convenient for Cheri and contributes to the development of her communication skills.
References
Evertson, C., & Poole, I. (2002). Effective room arrangement. Web.
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