Special Education
Teaching Students with Attention-Deficit/Hyperactivity Disorder
Case Studies
The following case studies illustrate the planning process and subsequent accommodation plans for students who display some of the characteristics of AD/HD. In some cases, a formal diagnosis has been made; in others, the reason for the learning or behavioural difficulty may be less clear. Teachers are encouraged to use the ideas presented here as suggestions for working with students who have similar characteristics while keeping in mind that every student is an individual. Strategies that are effective with one student are not guaranteed to be effective with another. Focusing on the individual strengths and needs of each student is one way to ensure that the support provided addresses each student's educational needs.
Case #1: Melodie - Grade 1 |
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Melodie, 6, moved into Metropolis Elementary from Los Angeles in January of her grade one year. Her mother, a homemaker who appeared somewhat exhausted from managing Melodie, met with Miss Fontaine, the Grade 1 teacher. She informed the teacher that Melodie had been on Ritalin since Kindergarten and would need some special attention. She and her husband, an engineer, were looking for any suggestions the school could provide in managing Melodie at home as well. Miss Fontaine indicated that she would review Melodie's file and asked Melodie's mother if she and her husband could come in to meet with her and the school based team next week to discuss Melodie's program.
During the first week, Miss Fontaine made the following observations:
- Melodie is cheerful and friendly. She seems keenly interested in pleasing the teacher and her classmates.
- Melodie appears to have a strong understanding of verbally presented information, knows her colours and can count to 100.
- Melodie's literacy skills are at the emergent stage - she cannot recall letter names and does not appear to have any sight vocabulary.
- Maintaining one to one correspondence with objects while counting is difficult for Melodie.
- Melodie completes 2 out of 20 questions when not medicated (she indicated that she forgot to take her pill on Thursday morning); she completes entire sheet of 20 questions when she has taken her medication
- During both individual and group instruction, Melodie frequently interrupts to ask unrelated questions and change topics.
- When interacting with peers, Melodie constantly changes topics and commonly leaves an activity or game while others continue to play.
Information from Melodie's file indicated that she had received a psychological assessment and had been identified as having AD/HD as well as learning disabilities. She had been placed on a wait list for a special class placement in Los Angeles.
Miss Fontaine brought Melodie's case forward to the school based team meeting so that planning could take place immediately. Mr. and Mrs. Marshall were invited and were able to meet with the team on Thursday of the second week Melodie had been enrolled at the new school.
At the meeting, the team agreed that acquiring literacy skills and helping Melodie to focus on the topic at hand were the most important goals to begin with. The following plan was developed.
Accommodation/Support Plan
| Name: Melodie Marshall | Grade: 1 |
| Date: January 21, 1998 | School: Metropolis Elementary |
| Completed by: Mr. Copps, LA/Res. | Review Date: March 1998 |
| 1. Indicate the student's areas of strength: | |
| Academics | Personal Skills |
| ___ Reading decoding | ___ Computers/ technology |
| ___ Reading comprehension | ___ Interacting with peers |
| ___ Written expression | ___ Memory |
| _X_ Mathematics - recall of basic facts Can count to 100 | ___ Leadership Skills |
| ___ Mathematics - conceptual understanding | ___ Interacting with adults |
| _X_ Rich oral vocabulary | ___ Requests help when needed |
| _X_ Ability to understand complex concepts | ___ Sense of humour |
| ___ Spelling | _X_ Responds well to praise |
| ___ Other, please specify _________________________ | _X_ Demonstrates enthusiasm |
| Areas of Interest | ___ Other, please specify _________________________ |
| ___ Computers / video games | Comments: |
| ___ Television / movies | |
| ___ Sports (specify) _________________________ | |
| ___ Visual arts | |
| ___ Music (specify) _________________________ | |
| ___ Volunteer activities (specify) _________________________ | |
| ___ Other accomplishments _________________________ | |
| 2. Indicate areas of concern that are significantly affecting the student's ability to learn and interact with others at school: | ||
| Academics | Behaviour | |
| _X_ Memory | _X_ interacting with adults | |
| ___ Understanding and following instructions | ___ motor activity detrimental to learning (describe) _________________________ | |
| _X_ Reading decoding | _X_ interrupting, blurting out, inappropriate verbalizations talks constantly, changes topics, leaves activities | |
| _X_ Reading comprehension | _X_ interacting with peers in class | |
| ___ Written expression | _X_ interacting with peers at lunch and recess breaks | |
| ___ Mathematics - recall of basic facts | ___ complying with staff requests | |
| _X_ Mathematics - conceptual understanding One to one correspondence | ___ transitions between activities or classes | |
| ___ Limited oral vocabulary | ___ behaviour during loosely structured activities (assemblies, field trips, etc.) | |
| ___ Ability to understand complex concepts | ___ attendance | |
| ___ Spelling | ___ Other, please specify _________________________ | |
| ___ Other, please specify _________________________ | ||
| Organization | ||
| ___ handing in assignments | ||
| ___ keeping track of necessary materials | ||
| ___ time management | ||
| ___ completing tasks | ||
| ___ getting started on assigned work | ||
| Comments: | ||
Goals/Person Responsible |
Strategies |
Progress Observed |
1. Improve literacy skills. |
||
Mr. Copps, LA/Resource Teacher (20 minutes daily small group) |
· Pull-out small group literacy instruction focusing on reading high interest stories, and
· Building sight vocabulary through key words -- Melodie will select a high interest word everyday, print it on a card, illustrate it and review her key words several times each day |
____________________ ____________________ ____________________ ____________________ |
Miss Fontaine, Classroom Teacher |
· Follow-up practise on key words,
· Pocket chart activities for class to focus on building sight vocabulary |
____________________ ____________________ ____________________ |
| 2. Improve focus on topic. | ||
(Miss Fontaine) |
· Provide picture cue cards of topic being discussed in content area subjects and direct Melodie to restrict comments to the topic on the card
· Encourage use of privacy board to limit distracting stimuli during independent work · Remind Melodie of expectations prior to loosely structured activities (circle time) and seat near teacher · Pair with positive role model for pairs activities during math centers; provide structured activities to do with manipulatives |
____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ |
Case Study #2: Danny - Grade 3 |
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Ms. Davies, Danny's grade three teacher, called Danny's foster parents, Mr. and Mrs. Farmer, and asked them to come in for a meeting. She was finding that Danny was increasingly difficult to manage both on the playground and in class. At the meeting, Ms. Davies described her concerns about Danny's behaviour in school, and the parents indicated that Danny had similar difficulties at previous schools.
Together they reviewed the areas of concern and decided that aggressive playground behaviour and not following teacher directions in the classroom were the most pressing areas of concern. Ms. Davies and the Farmers agreed to implement a behaviour program focusing on these two concerns. To encourage Danny's compliance to instructions, Ms. Davies would monitor her instructions to Danny and track whenever he complied or not. Each time Danny complied, Ms. Davies moved a poker chip from one pocket to another. For each incident of non-compliance a chip was moved back. If all chips were in the right pocket when the lunch bell rang, Danny was rewarded with 15 minutes of computer time during lunch hour. Behaviour at recess and lunch was tracked using the school-home report below and good days were rewarded with home activities given by the Farmers. A good week earned a bonus reward of a larger activity on the weekend.
Recess/Lunch Program |
||
| Name: __________________________ Week of _________________________ |
Key: 1 = Excellent 2 = OK 3 = Not OK |
|
Behaviour M T W T F |
||
| 1 Keeping my cool
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||
| 2 No rough stuff | ||
Accommodation/Support Plan
| Name: Danny Jackson | Grade: 3 |
| Date: September 25, 1997 | School: Coastview Elementary |
| Completed by: Ms. Mover, LAT | Review Date: November 25, 1997 |
| 1. Indicate the student's areas of strength: | |
| Academics | Personal Skills |
| _X_ Reading decoding | ___ Computers/ technology |
| _X_ Reading comprehension | _X_ Interacting with peers |
| ___ Written expression | ___ Memory |
| ___ Mathematics - recall of basic facts | ___ Leadership Skills |
| ___ Mathematics - conceptual understanding | ___ Interacting with adults |
| ___ Rich oral vocabulary | ___ Requests help when needed |
| _X_ Ability to understand complex concepts | ___ Sense of humour |
| _X_ Spelling | ___ Responds well to praise |
| ___ Other, please specify _________________________ | ___ Demonstrates enthusiasm |
| Areas of Interest | ___ Other, please specify _________________________ |
| _X_ Computers / video games | Comments: New student: may have other strengths |
| ___ Television / movies | |
| ___ Sports (specify) _________________________ | |
| _X_ Visual arts loves to draw | |
| ___ Music (specify) _________________________ | |
| ___ Volunteer activities (specify) _________________________ | |
| ___ Other accomplishments _________________________ | |
| 2. Indicate areas of concern that are significantly affecting the student's ability to learn and interact with others at school: | ||
| Academics | Behaviour | |
| _X_ Memory | ___ interacting with adults | |
| _X_ Understanding and following instructions | _X_ motor activity detrimental to learning (describe) out of seat, disrupts peers__ | |
| ___ Reading decoding | _X_ interrupting, blurting out, inappropriate verbalizations | |
| ___ Reading comprehension | ___ interacting with peers in class | |
| _X_ Written expression | ___ interacting with peers at lunch and recess breaks | |
| ___ Mathematics - recall of basic facts | ___ complying with staff requests | |
| ___ Mathematics - conceptual understanding | ___ transitions between activities or classes | |
| ___ Limited oral vocabulary | ___ behaviour during loosely structured activities (assemblies, field trips, etc.) | |
| ___ Ability to understand complex concepts | ___ attendance | |
| ___ Spelling | _X_ Other, please specify defensive when corrected | |
| Organization | ||
| _X_ handing in assignments | ||
| _X_ keeping track of necessary materials | ||
| ___ time management | ||
| _X_ completing tasks | ||
| ___ getting started on assigned work | ||
| Comments: | ||
Goals/Person Responsible |
Strategies |
Progress Observed |
| 1. Reduce aggressive behaviour during unstructured activities | ||
| · Teach expectations for school wide behaviour develop 3 rules
· Set firm limits: "hands-off" · Provide supervised recess, if necessary · Teach and provide practice of alternate, non aggressive strategies across situations · Reinforce alternative strategies at home and in the community (by parents) |
____________________ ____________________ ____________________ ____________________ ____________________ ____________________ |
|
| 2. Increase rate of compliance to teacher requests | ||
| · Teach expectations for compliance and provide practice across situations with positive reinforcers (time on computer)
· Provide 3 step level of intervention: - verbal reminder or signal - in class time out - alternative classroom time out |
____________________ ____________________ ____________________ ____________________ ____________________ ____________________ |
|
| 3. Improve legibility of written work. | ||
Ms. Davies |
· Provide graph paper for Danny to use for math calculations so that the numbers will line up
· Decrease the amount of written work necessary so that Danny can work on quality over quantity (when necessary, provide photocopies of notes) · Give Danny opportunities to start word processing assignments, if possible |
____________________ ____________________ ____________________ ____________________ ____________________ ____________________ |
| 4. Increase the number of time Danny is prepared for class with pencil, eraser and notebook. | ||
Ms. Davies |
· Provide central location for supplies of pencils, pens, etc. (cutlery tray near teacher's desk). Encourage all students to return stray items to the tray throughout the day.
· Establish a routine of listing materials required on the board before each activity (ruler, specific books, etc.) · Laminate a short list (something to write with, something to write on, check the blackboard) to remind Danny what he needs at the beginning of each class. |
____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ |
Case Study #3: Kuldeep - Grade 5 |
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Kuldeep is an 11 year old boy in Grade 5 who lives with his mom, dad, and younger brother.Dad has a history of AD/HD, inattentive type. Both parents are very supportive of the school; Kuldeep's mom often volunteers at school functions. Kuldeep was referred for a psycho educational assessment during his grade 4 year because his teacher was concerned that he may not be progressing according to his ability.
In addition to assessing Kuldeep's achievement and ability, the school psychologist collected some information about Kuldeep's behaviour using a norm-referenced behaviour rating scale. The psycho educational assessment showed that Kuldeep was below grade level in his reading and written expression skills (at the 15th percentile for his age) while his overall ability was in the average range. Information from the assessment also indicated to the school psychologist that Kuldeep may have AD/HD, predominantly inattentive type and recommended that the family refer Kuldeep to a pediatrician or registered psychologist for further assessment. As a result, Kuldeep was recently diagnosed with AD/HD and is on a trial of medication.
Kuldeep's grade 5 teacher, Mr. Shaker, observed the following in class, prior to the trial of medication:
- Kuldeep often appears unaware of what is happening in class. He becomes immobile, staring straight ahead and when asked what he was thinking replies, "I don't know".
- Some days he can be very attentive and participate well in all areas.
- Kuldeep has completed only one written assignment, a short paragraph describing his summer activities, during the first two weeks of school. Five assignments have been due: an essay describing a favourite summer activity, a letter to the principal describing the perfect school, a paragraph in social studies, response to an experiment in science and a list of how people use math in their lives.
- Kuldeep spends a great deal of time looking for pencils, pens, etc. - he rarely seems to know where he left his coat, gym shoes, etc.anxious when interacting with peers and does not have any close friends. He usually wanders around the playground on his own during recess and lunch breaks.
- Kuldeep has very strong computer skills which he has developed using the family computer at home. Kuldeep can word process competently and has some experience using the internet.
Kuldeep's case was brought forward to the school based team. Mr. and Mrs. Bains were invited to the meeting and encouraged to bring Kuldeep. In the end, Mrs. Bains attended without her husband and son. Because Kuldeep did not attend the meeting, Ms. Coordinator took a few minutes to go over the plan with Kuldeep during his first session in the LA/Resource Room. The following self-monitoring checklist and accommodation plan resulted from the meeting.
Kuldeep's Checklist |
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| Do I Have. . . | |
| · something to write with | |
| · something to write on | |
| · the books I need | |
| Do I know. . . | |
| · what the teacher wants me to do | |
| · how to get started | |
| · what I need | |
| · how much I need to do | |
| If I don't know, I could ask. . . | |
| · a classmate | |
| · the teacher | |
| · another adult in the room | |
Accommodation/Support Plan
| Name: Kuldeep Bains | Grade: 5 |
| Date: September 17, 1997 | School: Urban Elementary |
| Completed by: Ms. Patience, Counsellor | Review Date: January 1998 |
| 1. Indicate the student's areas of strength: | |
| Academics | Personal Skills |
| ___ Reading decoding | _X_ Computers/ technology |
| ___ Reading comprehension | ___ Interacting with peers |
| ___ Written expression | ___ Memory |
| _X_ Mathematics - recall of basic facts at grade level | ___ Leadership Skills |
| _X_ Mathematics - conceptual understanding at grade level | ___ Interacting with adults |
| ___ Rich oral vocabulary | ___ Requests help when needed |
| ___ Ability to understand complex concepts | ___ Sense of humour |
| ___ Spelling | ___ Responds well to praise |
| ___ Other, please specify _________________________ | ___ Demonstrates enthusiasm |
| Areas of Interest | ___ Other, please specify _________________________ |
| _X_ Computers / video games | Comments: |
| ___ Television / movies | |
| ___ Sports (specify) _________________________ | |
| ___ Visual arts | |
| ___ Music (specify) _________________________ | |
| ___ Volunteer activities (specify) _________________________ | |
| ___ Other accomplishments _________________________ | |
| 2. Indicate areas of concern that are significantly affecting the student's ability to learn and interact with others at school: | ||
| Academics | Behaviour | |
| ___ Memory | ___ interacting with adults | |
| ___ Understanding and following instructions | ___ motor activity detrimental to learning (describe) | |
| _X_ Reading decoding | ___ interrupting, blurting out, inappropriate verbalizations | |
| _X_ Reading comprehension | ___ interacting with peers in class | |
| ___ Written expression | _X_ interacting with peers at lunch and recess breaks usually alone - rarely initiates interaction with peers | |
| ___ Mathematics - recall of basic facts | ___ complying with staff requests | |
| ___ Mathematics - conceptual understanding | ___ transitions between activities or classes | |
| _X_ Limited oral vocabulary | ___ behaviour during loosely structured activities (assemblies, field trips, etc.) | |
| ___ Ability to understand complex concepts | ___ attendance | |
| ___ Spelling | ___ Other, please specify | |
| Organization | ||
| ___ handing in assignments | ||
| _X_ keeping track of necessary materials | ||
| ___ time management | ||
| _X_ completing tasks | ||
| ___ getting started on assigned work | ||
| Comments: | ||
Goals/Person Responsible |
Strategies |
Progress Observed |
| 1. Improve ability to initiate social interaction with peers | ||
Mr. Shaker |
· Social skills instruction in class involving all students. Model and role play initiating social interactions and responding to requests to participate in group activities.
· Individual counselling sessions (once per week for the first term) |
____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ |
Ms. Patience, counsellor Mr. Shaker |
· Provide opportunities for Kuldeep to assist peers to learn computer skills. | ____________________ ____________________ ____________________ |
| 2. Increase opportunities to demonstrate understanding and complete assignments. | ||
Mr. Shaker |
· Provide scribe for longer passages whenever possible (peer, teacher's assistant, or volunteer)
· Provide options for demonstrating understanding including tape recording responses, using magazine picture collages, illustrating understanding, etc. · Enable Kuldeep to word process written work whenever possible · Reduce quantity of written work in areas of difficulty to enable assignment completion (e.g. provide a photocopy of math questions so they don't have to be copied out) · Use testing formats that reduce the need for long written answers (multiple choice, fill in the blanks, etc. |
____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ |
| 3. Improve reading skills. | ||
Ms. Coordinator, LA/Resource Teacher
Ms. Coordinator and Mr. & Mrs. Bains |
· Pull-out small group reading instruction 3 times per week using high interest reading materials
· Encourage Kuldeep's parents to read to him at home (send home list of suggested books for parents to access through public library |
____________________ ____________________ ____________________ ____________________ ____________________ ____________________ |
| 4. Improve organizational skills (help Kuldeep to keep track of materials) | ||
| · Attach a pencil to Kuldeep's desk with a string
· Designate places for all of Kuldeep's belongings and tally the number of times he returns things to designated spots at the end of class (tallied points can be used to "buy" prizes from prize jar) · Laminate a checklist and attach to Kuldeep's desk as a reminder (checklist attached) |
____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ |
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Case Study #4: Jordan - Grade 8 |
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Jordan is a 13 year old grade 8 student. His father is a physician, his mother a nurse who works as a receptionist in his father's office. Jordan has two brothers, one 2 years younger, one 2 years older. Both brothers are strong, high achieving students. Their parents are caring and supportive of the school. The family has traveled extensively and Jordan has taken piano lessons and plays a number of extra curricular sports.
Jordan's strengths include:
- a well developed oral vocabulary,
- ability to confidently share a broad base of knowledge with adults,
- ability to make valuable contributions to discussions in science and social studies,
- grade appropriate skills in math and reading
- some appropriate social skills (e.g. apologizes when corrected)
- strong test taking skills
During the first month of Grade 8, Jordan's English teacher, Ms Fast noted the following areas of concern:
- seems unmotivated
- rarely completes assignments
- rarely polishes a final draft; work often difficult to read with many "careless" errors
- rarely brings necessary materials to class
- talks constantly, blurts out answers in class discussions, frequently interrupts teacher and peers
- gets out of seat and wanders around inappropriately
- distracts other students during work time, by humming, tapping his pencil, tapping his feet, etc.
- feels badly when provided feedback on behaviour (interrupting, disrupting) and progress (assignments not completed)
Ms. Fast discussed these concerns with Jordan's other subject area teachers and found that although the impulsivity and hyperactivity had been observed in other classes, Jordan was able to keep up on most of the assigned work.
Ms. Fast arranged a meeting with Jordan and his parents after school. At the meeting, it was decided to focus on increasing the number of assignments completed. Jordan's parents hoped that the disruptive behaviours would automatically decrease if Jordan were spending more time doing his work. They also felt that if he was motivated to complete his assignments, he would bring the necessary materials. Ms. Fast agreed that completing more work was the most important goal.
Ms Fast planned to use the following strategies to help Jordan to increase the number of tasks and assignments he completed:
- providing a printed sheet describing the requirements and the due dates for each assignment for Jordan to insert into his binder as a reference (a copy of these assignment sheets would be placed in a central location in the class for all students to consult)
- breaking longer assignments into small chunks and providing feedback on each chunk as soon as it is finished
- providing organizational frameworks for all composition assignments (e.g. story maps, research grid, frame for descriptive and expository paragraphs)
- sending home a weekly "report card" indicating the number of tasks and assignments required and completed each week
Jordan's parents agreed to chart the assignment completion data at home and provide Jordan with 100 points each time he completed an established number of tasks or assignments at school. These points could later be used to "buy" something Jordan wanted. Jordan's parents agreed that some points could be used to buy smaller, short term reinforcers (choice of rental movie, choice of restaurant for take-out food, etc.), while some would be "saved" for a long term, larger reinforcer. Jordan indicated that he would like to "save up" for a skateboard.
Ms. Fast indicated that she would call Jordan's parents in one month's time to discuss the effectiveness of the planned strategies and, if necessary, to update the plan.
Accommodation/Support Plan
| Name: Jordan James | Grade: 7 |
| Date: October 15, 1997 | School: Suburbia Elementary |
| Completed by: Ms. Fast | Review Date: November 14, 1997 |
| 1. Indicate the student's areas of strength: | |
| Academics | Personal Skills |
| _X_ Reading decoding | ___ Computers/ technology |
| _X_ Reading comprehension | ___ Interacting with peers |
| ___ Written expression | ___ Memory |
| _X_ Mathematics - recall of basic facts | ___ Leadership Skills |
| _X_ Mathematics - conceptual understanding | _X_ Interacting with adults |
| _X_ Rich oral vocabulary | ___ Requests help when needed |
| _X_ Ability to understand complex concepts | ___ Sense of humour |
| ___ Spelling | ___ Responds well to praise |
| ___ Other, please specify _________________________ | ___ Demonstrates enthusiasm |
| Areas of Interest | _X_ Other, please specify has travelled extensively |
| ___ Computers / video games | Comments: |
| ___ Television / movies | |
| _X_ Sports (specify) volleyball, basketball, track | |
| ___ Visual arts | |
| _X_ Music (specify) piano lessons | |
| ___ Volunteer activities (specify) _________________________ | |
| _X_ Other accomplishments broad knowledge base | |
| 2. Indicate areas of concern that are significantly affecting the student's ability to learn and interact with others at school: | ||
| Academics | Behaviour | |
| ___ Memory | ___ interacting with adults | |
| ___ Understanding and following instructions | _X_ motor activity detrimental to learning (describe) humming, tapping, out of seat | |
| ___ Reading decoding | _X_ interrupting, blurting out, inappropriate verbalizations | |
| ___ Reading comprehension | ___ interacting with peers in class | |
| _X_ Written expression | ___ interacting with peers at lunch and recess breaks | |
| ___ Mathematics - recall of basic facts | ___ complying with staff requests | |
| ___ Mathematics - conceptual understanding | ___ transitions between activities or classes | |
| ___ Limited oral vocabulary | ___ behaviour during loosely structured activities (assemblies, field trips, etc.) | |
| ___ Ability to understand complex concepts | ___ attendance | |
| ___ Spelling | ___ Other, please specify feels badly, apologetic when corrected | |
| Organization: | ||
| _X_ handing in assignments | ||
| _X_ keeping track of necessary materials | ||
| _X_ time management | ||
| _X_ completing tasks | ||
| _X_ getting started on assigned work | ||
| Comments: | ||
Goals/Person Responsible | Strategies | Progress Observed |
| 1. Increase number of assignments and tasks completed. | ||
Ms. Fast, English Teacher |
· Provide a printed sheet describing the requirements and the due dates for each assignment for Jordan to insert into his binder as a reference
· Break longer assignments into small chunks and give feedback each chunk and give feedback each chunk as soon as soon as it is finished · Provide organizational frameworks for all assignments requiring composition (e.g. story maps, research grids) · Sending home a weekly "report card" indicating the number of tasks and assignments required and completed each day |
____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ |
Dr. and Mrs. James |
· Home-based reward system | ____________________ ____________________ |
| Review Notes (Parent feedback on home reward system) | ||
Case Study #5: Jasmine - Grade 11 |
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Jasmine is a 17 year old grade 11 student. This is her second semester at a new school. She has two siblings; her older sister, 21, is entering medical school this year, while her younger brother, 13, is a grade 8 student usually on the honour role. Jasmine's parents own and operate a small business and work long hours. According to her mother, Jasmine was always "a little different", "off in her own world", similar to one of her aunts on her father's side. Jasmine's parents expect high academic standings for all their children and have been disappointed in Jasmine's school performance. They hoped that her poor grades and daydreaming personality were just a phase that she would outgrow.
Jasmine's school records indicate that she received learning assistance support throughout elementary school. Her academic achievement over the years has been consistently lower than average. Report card comments indicate that she has been a "loner", preferring to doodle quietly in the library rather than going to gym or cafeteria at lunch. She is currently achieving barely passing grades in most of her courses.
A couple of years ago when Jasmine was 15, her parents took her to a private clinic, seeking assistance for her continued low achievement. The assessment report, which was provided to the school, indicates that Jasmine has average overall cognitive ability. Her achievement levels in reading and writing appear to be just a bit lower than would be predicted based on her ability, while her mathematics skills were significantly less developed. The clinic diagnosed Jasmine with AD/HD, predominent inattentive type. Her parents prefer to help Jasmine manage the disorder without medication.
Jasmine, along with her parents, were invited to come to a meeting of the school based team to discuss academic concerns. Also in attendance were Ms. Maguire, the school counsellor, Mr. Johnson, the Learning Assistance Teacher, Mr. Jones, Jasmine's Math 11A teacher and Mrs. Bond, Jasmine's Communications 11 teacher.
Ms. Maguire, as case manager, had conferenced informally with all of Jasmine's subject area teachers. They noted that Jasmine's has demonstrated a keen interest in fine arts.
- Jasmine is highly creative, spending much of her spare time drawing or painting at home.
- Jasmine plays the flute in the school band.
The following areas of concern were observed by Jasmine's teachers:
- Jasmine is reluctant to ask for clarification when she doesn't understand the lesson or the assignment. Most teachers mentioned that it was difficult for them to tell if she was paying attention or not.
- Jasmine has failed to hand in a number of assignments in Communications 11, Math 11A and Social Studies 11. When queried by teachers, she would often respond "Oh, I forgot. I'll try and get it in tomorrow". Sometimes the assignment would be handed in the next day, often incomplete.
- Based on the work Jasmine had completed in class, most teachers felt that she was capable of the work, but either did not understand the requirements of assignments or did not consider them to be a priority. Mr. Jones felt that Jasmine could benefit from extra help in Math, but did not come to lunch hour tutorials.
- Jasmine has been missing every 3rd or 4th class in most of her subjects. Teachers have commented that her grades would probably improve if she showed up for more classes. Jasmine commented that she feels like it doesn't make any difference if she come or not - she never seems to know what's going on.
The team agreed that the long term goal for Jasmine is to complete high school with a Dogwood Certificate. Jasmine indicated that she was interested in attending art school.
Mr. and Mrs. Lee were willing to provide a home-based incentive to encourage Jasmine to complete and hand in more assignments.
The following plan was developed at the meeting:
Accommodation/Support Plan
| Name: Jasmine Lee | Grade: 11 |
| Date: October 11, 1997 | School: Summerside Secondary |
| Completed by: Ms. Maguire, Counsellor | Review Date: January 3, 1998 |
| 1. Indicate the student's areas of strength: | |
| Academics | Personal Skills |
| ___ Reading decoding | ___ Computers/ technology |
| ___ Reading comprehension | ___ Interacting with peers |
| ___ Written expression | ___ Memory |
| ___ Mathematics - recall of basic facts | ___ Leadership Skills |
| ___ Mathematics - conceptual understanding | ___ Interacting with adults |
| ___ Rich oral vocabulary | ___ Requests help when needed |
| ___ Ability to understand complex concepts | ___ Sense of humour |
| ___ Spelling | ___ Responds well to praise |
| ___ Other, please specify _________________________ | ___ Demonstrates enthusiasm |
| Areas of Interest | ___ Other, please specify |
| ___ Computers / video games | Comments: |
| ___ Television / movies | |
| ___ Sports (specify) | |
| _X_ Visual arts | |
| _X_ Music (specify) plays flute | |
| ___ Volunteer activities (specify) _________________________ | |
| ___ Other accomplishments | |
| 2. Indicate areas of concern that are significantly affecting the student's ability to learn and interact with others at school: | ||
| Academics | Behaviour | |
| _X_ Memory | ___ interacting with adults | |
| ___ Understanding and following instructions | ___ motor activity detrimental to learning (describe) | |
| ___ Reading decoding | ___ interrupting, blurting out, inappropriate verbalizations | |
| ___ Reading comprehension | _X_ interacting with peers in class quiet, withdrawn | |
| ___ Written expression | _X_ interacting with peers at lunch and recess breaks | |
| ___ Mathematics - recall of basic facts | ___ complying with staff requests | |
| ___ Mathematics - conceptual understanding | ___ transitions between activities or classes | |
| ___ Limited oral vocabulary | ___ behaviour during loosely structured activities (assemblies, field trips, etc.) | |
| ___ Ability to understand complex concepts | _X_ attendance | |
| ___ Spelling | ___ Other, please specify | |
| Organization | ||
| _X_ handing in assignments | ||
| ___ keeping track of necessary materials | ||
| ___ time management | ||
| _X_ completing tasks | ||
| ___ getting started on assigned work | ||
| Comments: | ||
Goals/Person Responsible | Strategies | Progress Observed |
| 1. Ensure understanding of all assignment requirements. | ||
Subject area teachers |
· Provide a written reference for students to consult (flipchart or binder) with all assignment requirement and due dates
· Select one or two peers Jasmine feels comfortable with and encourage her to consult with one of them when she doesn't know what to do |
____________________ ____________________ ____________________ |
Ms. Maguire, teacher coordinator for peer counsellors |
· Assign a peer counsellor to Jasmine to meet with her daily in the counselling centre to review assignment requirements | ____________________ ____________________ |
| 2. Increase the number of assignments completed and handed in. | ||
| Jasmine |
· Attend math lunch hour tutorial sessions to complete math homework | ____________________ ____________________ |
Subject area teachers |
· Provide weekly "reports" home to indicate % of assignments completed and handed in | ____________________ ____________________ |
Mr. and Mrs. Lee |
· Chart assignments Jasmine completes, award points that can be used to buy art supplies and CDs | ____________________ ____________________ |
| 3. Improve attendance/ interest in school | ||
Ms. Maguire/ Jasmine |
Jasmine would benefit from a few counselling sessions with the following goals:
· Develop social skills to enable her to initiate friendships with peers · Identify areas of strength and interest to assist in selecting extra curricular activities that might increase her interest in school (art club?) · Consider volunteering with younger students in an area of interest to increase involvement in the school community |
____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ |
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