INCLUSION

AND DIFFERENCES 16-17

Activity 11. Read this case and write possible solutions and strategies. Justify
the proposals.

This is Artur

Artur started P3 in a public school in Santa Coloma. He didnt go to a nursery.

Nowadays he is doing 1st grade in Primary. This year because he moved residence
he has to change schools in another area.

Since P3 he has been assessed to have emotional and behavioral problems. Last
course it was proposed to the family that he needs CSMIJ assistance. In April, he went
for the first diagnostic visit.

In P5 an NEE report stated that he had a behavioral disorder but there was not a
clinical diagnosis.

His needs are behavioral regulation. From the beginning of the school he has a very
maladjusted and aggressive behavior, especially in verbal as well as in physical
aggression. He doesnt show any interest in any group activities except if it is free
play.

Description of the student development during the preschool years. He had

the same tutor.

P3: Artur is not adapting in the school. He escapes from the classroom; he doesnt
want to go up the stairs. His mum says he doesnt want to go to school. He doesnt
want to make the queue and he presents difficulties at the start and end of school
time. He needs adult supervision. He finds it hard to express his emotions. He cannot
tolerate frustrations. He shouts and he wants to escape. He prefers to play alone
because he doesnt want to share.

About language, he doesnt present any difficulties. In class, he can be attentive and
calm. His classmates show dislike to work or play with him.

P4: During this course, the behavioral manifestations go on during this year but with
less frequency and intensity. The aggression towards his classmates is the same. A
special educational teacher starts an action plan in the class.

P5: The difficulties grow worst. He spends more time outside the class and the head
teachers office. He shows aggression with everybody including teachers. The
tolerance towards frustration is very low, he has a blank stare, and he shows
irritability and defiance. He prefers to work alone. He is capable of learning but he
has behavioral attitude problems that affect learning. The expressive language is
adequate.

1

 INCLUSION AND DIFFERENCES 16-17

The educational team is worried because of his behavior and for its consequences.
They have proposed several measures such as: reorganization student supports
(AEE), an IEP, and systematic observation in the classroom and to look for a co-tutor.
Not all actions are completed.

In P5 he had a crisis and was taken to emergency services. During this course, a
report was done to bring him to CSMIJ (2n term).

Relevant familiar data:

- Family composition

- Relation to the family with the professional intervention.

- Other data.

Arturs family is made up of mother, father and a little sister, two years younger.

When Artur started school, his mother had a difficult time due to the death of her
mum, her dad and her brother which coincided in the birth of Arturs sister.

There is a big difference in age between Arturs parents. From the beginning, it has
been a marriage for convenience. Her mum doesnt feel at home. She was depressed
and she took the children with her to Morocco during a period of time. The mum
seems not to connect with the reality of her son. At the end of P3 the father was
interviewed regarding his sons difficulties and he fully consented to bring him to
the CSMIJ but he didnt do it.

In P4 started discrepancies between school and the family. The family doesnt
understand why he cant participate in the Christmas festivities and some
excursions. They have financial difficulties too.

Intervention of other services: Last year a social worker from EAP was requested
to intervene and she wrote a report for financial assistance.

2

 INCLUSION AND DIFFERENCES 16-17

CASE ANALYSIS ARTUR

What is the Where did With whom When is the What other
problem? it occur? does the problem most data do we
conflictive probable to need?
behaviour occur?
happen?
Arthurs The The problem is
issues conflictive most probable Last course it
Arthurs mainly behaviour to occur when was proposed to
problem is that take place occurs with Arthur is placed the family that
he has within the a variety of in situations he needs CSMIJ
emotional and classroom, people which he is assistance.
behavior most including his uncomfortable However, the
problems. specifically teacher, his with. One of family have
From the when he parents these situations failed to take
beginning of has to when they is group work him where he
the school he partake in try to make which he needs to go. In
has a very group him go to doesnt like. April, he went
maladjusted work. school and Arthur also for the first
and aggressive The his fellow presents issues diagnostic visit.
behavior, difficult classmates. at times of In P5 an NEE
especially in behavior movement report stated
verbal as well also occurs within the that he had a
as in physical when he school for behavioral
aggression. He doesnt example disorder but
doesnt show want to queuing and the there was not a
any interest in make the start and end of clinical
any group queue and the day. diagnosis. His
activities he presents case is ongoing
except if it is difficulties and different
free play. also at the educational
Arthur over start and needs have been
shouts and end of made clear to his
screams and school teachers.
tries to escape time. Arthurs family
from the are slightly
classroom also. dysfunctional
and he mother is
unhappy in her
marriage and
Arthurs
behaviour
causes her extra
stress.

3

 INCLUSION AND DIFFERENCES 16-17

HIPOTESIS ELABORATION
Why does the problem persist? Possible solutions
The problem continues to persist as
he needs CSMIJ assistance and has The teachers could possibly take
not yet received its his family have Arthur for the CSMIJ assistance he
not taken him to a specialist. needs as the family have failed to do
so.
It also persists as the educational
team have proposed measures such
as: reorganization student supports The school could use the financial
(AEE), an IEP, and systematic support which the social worker
observation in the classroom and to supplied to invest in a cotutor to help
look for a co-tutor. However, the support Arthur in his mood swings
problem is that not all actions are and to assist him during all school
completed as there is a lack of activities. Also, regular group
organization, resources and meetings should be held to track the
urgency with Arthurs case. progress of the work being done to
help support Arthur.
Also, there is the issue of group
work which seems to encourage
Arthurs bad behavior. As group In the case of the group work I think
work has not been adjusted to suit that the teacher should allow Arthur
Arthur there will be issues that to work one-on-one with someone
continue to arise. who he feels comfortable around. The
peers tutoring could help Arthur feel
more comfortable and ease him into
the group work. Depending on how
this works the teacher could
gradually I introduce Arthur to
working in slightly bigger groups so
that he feels relaxed and comfortable
and the other pupils feel at ease while
working with him.