A CASE STUDY
Kelly S., a sophomore at Ferndale High School, was mainstreamed into the public school system as a seventh grader. She is a bright and conscientious student who is well-liked by her peerSg :t found itWas quite difficult to distinguish Kelly from the normal children on the basis of her achievements. She has adjusted well to the new school situation and exhibits no emotional problems relating to her disability. Kelly does not mind wearing her hearing aid. She speaks openly about her handicap, yet she is not one to seek pity from another. This seems to be a major factor i~ her ability to function at the school-- she wants so desperately t~ ,be accepted as one of the group, and in learning to overcome her handicap she makes it easier for the other children to accept her. Shortly afte.E my first s~pervisional meeting I selected Kelly S. as my subject for the case study. I spoke with my cooperating teacher, Mrs. R. t regarding the study as I hoped to gain some i~sight from her on Kelly (She had been Mrs. R's student during the previous semester.). Her impression of Kelly was that she was a good student but that she (Kelly) must not be treated specially if shewas going to succeed. I, inquired with Kelly's counselor Mrs. D. about fil~s, tests ·and general observations which could help me to understand and get to know Kelly better. Mrs. D. has had contact with several deaf students and she found Kelly to be one of the.better adjusted individuals. She spoke highly of Kelly, noting that she was not enrolled in any Special Ed. classes at the high sChoolJnor did her counselor expect her to take part in Vocational Rehabilitation after graduation'although Kelly would certainly qualify. At this time Mrs. D. telephoned Mrs. s. to request permission for me to do the study and to be allowed access to Kelly's files. I was told that Kelly's family was very supportive of her and I was. pleased when given the opportunity to interview Mrs. S. by phone later that evening.