Content

Sl. No. Topics Page No.

1. Introduction 1

2. Identification of data 1

3. Recording of the problem 1

Description of the problem 1

Nature of the problem 2

Probable reasons 2

Strength of the student 2

4. Individualised Education 2

Possible remedies 2

Expected effects of the remedies 4

5. Conclusion 4

6. References 5

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Introduction:
One child with a learning disability and/or an attention deficit disorder can keep a classroom in constant
uproar if nothing is done to counteract his trouble with attention, organization, time, and social
acceptance. In these areas, the youngster does not have the ability to control and change his own
behaviour. Teachers have to deal with these problems by adjusting his environment. Careful classroom
management can prevent the ADHD student from becoming a strongly disruptive influence. Students
with a learning disability and/or an attention deficit disorder usually find the normal hum of classroom
activity extremely distracting. The study examined the primary characteristics of the child with mild
mental retardation with ADHD. It looked at these behaviours in the context of the school environment.
The focus of this case study is to gain elaborated knowledge and a deeper understanding about problem
and solution or remedies.

A. Identification Data:
• Name of the student: Ronit Saha
• Date of Birth: 12/01/2008
• Sex (Male/Female): Male
• Class in which reading: Class-IX
• School Name: Bolpur High School (Boys)
• Father’s Name: Amit Saha
• Father’s Occupation: An employee under Indian Railway (Eastern Zone)
• Mother’s Name: Monika Saha
• Mother’ Occupation: House Wife
• Postal address: Village- Surul, P.O. – Sriniketan, Dist. – Birbhum, Pin- 731236
• Brief Educational History of the case: He is a Class-IX Student, he is good in reading
and writing but he is facing lack of concentration during teaching learning process due to
mild mental retardation with ADHD. Physical health condition of the child is good. The
child is unable to interact with the peers or teachers during a normal teaching-learning
process and unable to understand the instruction given by his respective teachers.
B. Recording of the problem:
1. Description of the problem:
The studied case (Ronit Saha) is an engaging spirited student of Class-IX who is in a normal
school setting on Bolpur High School (Boys). He is mildly mentally retarded, has an
Attention Deficit Hyperactivity Disorder (ADHD).
In class, Ronit, the length of time he can focus has diminished. There are 40 students in his
class, all with significant academic delays. The classroom is traditional: benches are in
rows; the teacher and aide direct and control all activities; positive reinforcement is sparse.
The curriculum focuses on remediation.
Ronit has always had behavioral difficulties at unstructured times. Ronit’s interactions with
the other students’ concern staff: Ronit annoys other children who are not bothering him.
However, of greatest concern is his behaviour at recess. When he feels that other students
have broken a rule (whether or not it affects him) or have somehow violated his rights, he
will kick, bite, punch, or slap. Ronit can be playing happily with another when suddenly he

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 will become angry and attack. Usually, no one is really hurt. Teachers’ wonders if Ronit
needs a more restrictive environment since children have been hurt.

2. Nature of the problem:

He is facing problem in the process of teaching-learning due to attention deficit (low
attentive), hyperactivity disorder. He is quiet in class. Generally does not speak with his
classmates, speaks with only selective classmates.
Curricular: He is able to perform his daily living activities, but he is poor in academic
performance because he is unstable. He does not sit in a one place for a required period of
time for an academic purpose. He is able to do basic mathematics like simple addition,
subtraction, multiplication, and division with others assistance and guidance to make him
attentive on the particular matter. The child is very poor in science and he forgets the
concept very quickly. Without proper assistance he is unable to do any academic activity
properly. He is more interested in other activities rather than academic activities.
Other Curricular: He is physically fit but not able to play without help of other assistance.
He is not interested in recreational activities like singing, dancing with other students,
where other children enjoying own self. His social behaviour develops day by day but I
observe that he does not work his daily activities properly without teacher force him to do
the work like – he does not want to academic/classroom activities, homework properly
without others help.

3. Probable reasons:
It is a neurobehavioral disorder of the child through the symptoms of excessive
inattentiveness, hyperactivity and impulsivity (often accompanied by the problems of
deficient and aggressive behaviour also). The child himself is not responsible for learning
or developing these symptoms in their behaviour. This behaviour is almost caused through
some dysfunction in their brain and neurological functioning. In turn, it makes them to lose
control over their ability for inhibition or self-regulation resulting into mild mental
retardation with ADHD behavioural problems chronic enough for causing major
difficulties in one’s life areas like home, school, work or social situations.

4. Strength of the student:

At present he is like the other normal student with little difficulties in his social behaviour.
He does everything by himself, especially all the daily living skill properly with little help from
others. He is very much curious and interested to know and do the things which are unknown and
interesting to him.

C. Individualised Education:
Now question arises what can be done in terms of the education of the children with mild mental
retardation with ADHD in the mainstream set-up of the normal school. Their educational needs
and problems are somewhat different than non-disabled peers on account of being their special
needs while not disturbing the cause of their nondisabled peers.
1. Possible remedies:
❖ Proper attention should be given for making necessary modification and adaptations in the class
room environment by structuring the seating arrangement of the students for making more
appropriate to the children with ADHD. For example:
(i) Adopting bench/desk arrangement in the rows facing the front of the classrooms
get shared by one or the two students instead of the modular arrangements where
a large table is shared by a number of students,

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 (ii) (ii) Allotting seats to the children with ADHD closer to the teacher’s table/desk or
his/her place of providing instructions in the class for receiving needed special
attention on the part of teachers and discouraging other students from giving undue
attention for his disruptive behaviour,
(iii) Not allowing these children to have their seats quite close to windows and doors
for saving them from the unnecessary distractions,
(iv) Providing them relatively calm and quite places for their independent learning and
working if needed and demanded so by them
❖ Proper attention may be given to the proper structuring of the classroom with mild mental
retardation with ADHD but also all other students may benefit from a clear, concise,
predictable, uncomplicated routine and structure. Therefore attempts should be made to have a
good workable daily timetable leaving a little scope for the disruptive behaviours on the part of
the child. Complexities of the timetable and working structures merely confuse all children,
especially the child with mild mental retardation with ADHD. Therefore a routine should be as
structured and simple as can be learned by heart. However, it should also be well displayed and
noted in the diaries of the students.
❖ The most important thing which should never be missed is concerned with the proper education
of the teachers. Teacher is a quite vital figure in any way scheme of education. If he/she has a
proper attitude regarding the problems of the child mild mental retardation with ADHD,
coupled with the knowledge and skills regarding methodology of teaching and behaviour
management, he can do wonders in improving the life of this child. Therefore, proper attempt
should always be made to equip the teachers (through pre-service or in-service programmes,
special counselling, etc.) with the positive attitude, sincerity, knowledge and skills needed for
helping the child with mild mental retardation with ADHD in their education and adjustment.
❖ The methods of instruction, pre-situation of the subject matter to the students, class room
interaction and work environment should be properly changed according to the needs of the
situations as well as the individual requirement of the student.
(i) The contents selected should be quite rich, varied and stimulating as possible for
making the children attentive and motivated to the classroom instruction.
(ii) The methods and techniques adopted for imparting instruction should be quite clear,
uncomplicated and interesting. A teacher with his/her style of presentation and
methodology of teaching may compel the students for giving sustained attention to the
classroom activities leaving little opportunity for inattentive or other disruptive
behaviours.
(iii) The task assigned to the students in terms of drill and practice work, assignments, etc.
should be broken down into a small number of short steps, arranged on the principle of
increasing difficulty.
(iv) The principle of novelty, contrast and change may be well adopted for bringing life in
the activities of the classroom and routine of the school life. Curricular experiences

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 should be followed by play, recess and recreational activities. As far as possible,
attempts should be made to break the monotony or dullness of the classroom instruction
and work schedules through a well planned scheme of work, rest or recreation.
❖ Individual attention and care is the best educational treatment that can be given to this child. It
can be given by the teacher
(i) Through his/her efforts in the class and other work situations, without disturbing the
going on activities and set-up,
(ii) Through sparing his extra time beyond the school’s normal schedule.

2. Expected effects of the remedies:

❖ It Will be beneficial after diagnosing the specific learning disabilities/problems/weaknesses of
the individual child and adopting the appropriate remedial measures for the rectification his
behaviour.
❖ After applying afore mentioned remedies his concentration during teaching-learning process
will increase in a positive direction.
❖ He will be in a position where he can interact comfortably with other students in regular
classroom.
❖ It will be fruitful to make his emotional health in a positive state which will leads him
developing his emotional intelligence and competency for understanding and managing their
emotions and interacting successfully with others.
❖ The remedies will help to identifying his strengths, abilities and talents and then stimulating
and helping him for gaining the required confidence and self esteem for progressing
satisfactorily in life.

Conclusion:

With the results obtained in this case study, we can indicate that by looking at students individually,
a more organized and effective teaching was made possible. When the characteristics of the student
are known, a special procedure can be elaborated for the development of new skills. It is pertinent
to indicate that this process was not something previously programmed, but constructed on a daily
basis with the student. It is also worth noting that this work revealed the potential for teachers to
act, as it was possible to identify his insecurity in the face of an unknown demand - besides the
disability of students, and other difficulties that permeate the teacher's performance – and to point
out that success in this inclusive process is necessary. Finally, future research may investigate other
realities in order to identify and present successful inclusion processes. We hope that the results
obtained from this research serve to indicate the possibility of successful practices; however, more
studies are needed to extend this knowledge and reflections on it.

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References:
M. Dash, Education of Exceptional Children. New Delhi: Atlantic Publishers & Distributors, 2007.
Racino,J.(1999). Table 6.3: Curriculum for students with severe handicaps. Personal Preparation in
Disability & Community life: Toward Universal Approaches to support.(p.134).Sprinfield, IL:
Charles C. Thomas Publishers.

OECD(2012), Equity & Quality in Education:Supporting disadvantaged students& schools,OECD

Publishing. https//:dxdoi.org/10.1787/9789264130852-en

Friedman, R. J. & Doyal, G. T. (1992). Management of children and adolescents with attention
deficit-hweractivity disorder. (3rd ed.). Texas: Pro-Ed.

Friend, M. & Bursuck, W. (1996). Including students with special needs: A practical guide for
classroom teachers. Toronto: Allyn and Bacon.

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