The effect of instrumental enrichment on the academic achievement of a student with learning disabilities: a case study

Many students receiving special education services are identified with a learning disability. These students learn best in ways that utilize their strengths and that provide compensatory strategies for learning success despite processing deficits. This case study examined whether Reuven Feuerstein's Instrumental Enrichment intervention, the Organization of Dots, affected the overall performance of a middle school student at a Title 1 school. The subject receives special education services in the Special Day Class setting. She qualified for these services due to a severe auditory processing deficit and low academic performance, which is not commensurate with her average cognitive ability. The results, obtained from standard score comparisons between previous and most recent triennial Individualized Education Program assessments on the nine basic achievement tests of the Woodcock Johnson III, showed an increase in most academic areas. Additional research with a larger population is needed to support these findings.