Case Study 2: John 13 | Talking Point
To help John understand the school rules they are displayed using pictures and photos as well as in written form. The teaching staff think carefully about how difficult the problemz is for John, and when appropriate keep a distance to allow him to work independently if possible.
John has ongoing support from staff to help him manage his frustration and behavioural difficulties, for example if he is getting too frustrated, or in danger of losing his temper, John can take time out in the learning studu room or the library.
He has a red case study problems with john system for this.
In the classroom John is positioned near to the teacher, and the teacher always makes case study problems with john that they stop speaking when they are facing away to write on the whiteboard. These buddies have the role of helping younger pupils if they are experiencing difficulties. What a pupil will be learning in that lesson is always displayed, and studj gives John something to refer back to when he needs it.
Problems understanding long or complicated sentences. All staff are aware that John might find it difficult to understand some of the language that they might use e.
You witn here Home Case Study case study problems with john John attends a computer club during two lunch-times and understands who is able to help him if he has any difficulty at other break-times.
John 13 Case Study 2: John, along with classmates, is encouraged to ask for additional information if he is unsure of what he needs to do, or he realizes that he does case study problems with john understand. The supervising staff johj aware of the difficulties that John has, and ways to support him have been shared with all.
Because of this staff point out when they have made a joke, or check with him and explain any of the language that he does not understand, when needed.
Difficulties understanding higher-level provlems such as reasoning, problem solving Difficulties putting his thoughts into words. All staff give Case study problems with john a plan of what will happen in each lesson which he can refer to, and the teachers direct him to it sometimes when he needs reminding about ptoblems they are in the lesson.
John is 13 and attends mainstream secondary school. Sometimes staff will teach John the new topic words before the lesson to help him understand. Group working allows John to gain support in his learning from his peers, and staff give careful consideration to the groupings used.
The teaching staff encourage all pupils to seek help if needed so John feels comfortable when he does case study problems with john to ask. This helps Wihh both in the classroom and during free time at break- and lunch.
Case Study 2: John 13
Difficulties learning new vocabulary, new words need to be specifically taught. Was this information useful?: If the staff feel that he needs more support they have a number of things that are helpful for John that they use to reinforce what they are teaching, for example using visual clues such as gestures or a quick drawing on case study problems with john aithdemonstrating what they are teaching or going over the new words at another time.
John has a range of resources that are the same for all staff that can be used across the curriculum, jphn example narrative frameworks which tell him all the important parts of a story that he needs to includestory boards for planning what he is going to write or sayJohn has opportunity to use IT to support his learning case study problems with john needed, for example a laptop to record his written work.
The csae and family use a home-school book in order to maintain communication as case study problems with john as possible. Teaching staff make sure that they all use similar approaches for John, and this helps with his understanding of tasks. He has the following difficulties with Speech, Language and Communication: