Case Study - Primary

Hamza was born in Ottawa and has been attending school since JK. He is seven years old and currently in grade 2. Urdu is his first language. Both his teachers and his parents describe Hamza as having severe attention issues. Both the teachers and his parents describe him as being very immature and having weak social skills. According to his parents, Hamza’s two-year old brother is more mature than he is. When he becomes frustrated at school, he will have temper tantrums two or three times a week. Hamza refuses to complete written tasks. He requires one-to-one assistance to complete any written task. Orally, he does demonstrate a good understanding in both math and language arts, although abstract concepts are more difficult for him.

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Case Study - Primary
Michael was behind age peers in his literacy skills in grade 1. This continued in grade 2 yet he demonstrated wonderful general knowledge that he shared in class discussions. Michael was on an IEP so that his knowledge in the content subjects could be fairly assessed through scribing, oral testing, etc. He received support for literacy instruction through the LRT/SELC, yet still made very modest gains. His frustration in grade 3 is becoming increasingly more evident.

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Case Study - Intermediate
Tasha is a grade 7 student. On all her report cards since grade 3, teachers comments have regularly included the phrase, “She could do better with more consistent effort.” The teachers know that Tasha is gifted, and expect a lot from her. Tasha’s parents are also frustrated with her efforts. They do not understand their daughter’s laid back attitude toward school. It seems that when something piques her interest, she puts tremendous thought and effort into it. She has won numerous essay contests, as well as public speaking contests this year. At times, she has voiced the opinion “I know how to do this, so why should I have to do the assignment?” Parents have expressed a concern with her attitude, but also wonder if the school is doing all they could to stimulate her natural talents and abilities. They have requested a meeting to discuss her program.

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Case Study - Secondary
Several members of the staff have observed that Brandon appears more sullen and angry. Lately, he’s been arriving to school late and skipping classes. Brandon is an only child whose father committed suicide two years ago. His mother reports that Brandon is close to his grandfather, but that she and her son are distant. It’s Friday, and Brandon has disclosed to his grade 10 tech teacher that life is not worth living.

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Case Study - Junior
Riya was born in Afghanistan and speaks Dari as a first language. Riya speaks only Dari at home with her family. She immigrated to Canada when she was in grade 2. Riya is presently in grade 4 and is experiencing difficulty with her reading skills. She is currently reading at the mid-grade 1 level. She is beginning to write at the beginning primary level. She speaks and understands English very well but still mixes up he/she when referring to another child. Riya has difficulty retaining simple information such as sight vocabulary. She appears to have better short term as opposed to long term memory and with overall memory of facts and themes.

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