Case Study:Student Name :- Kapis,Class: 4 B
1. Key Problem:
Kapis, a Class 4 student, displays difficulty in remaining
seated for extended periods, frequently wandering around the classroom and the
school. He often appears distracted, seeking out new activities or exploring
his surroundings and uses opportunities like going to the toilet to take
detours around the school.
2. Findings:
1. Behavioural Observations: Kapis shows signs of hyperactivity
and restlessness, often moving around the classroom or school without a clear
purpose. His behaviour suggests a potential struggle with attention and impulse
control.
2 Academic Impact: Due to his inability to focus and stay in one place, Kapis
may be missing out on essential instructions and learning opportunities,
leading to potential gaps in his academic performance.
3.Social Interaction: Kapis’s constant movement and distraction-seeking behaviour
may be impacting his relationships with peers and teachers, possibly leading to
misunderstandings or frustration.
4. Possible Underlying Factors: The behaviour could be linked to
various factors such as Attention-Deficit/Hyperactivity Disorder (ADHD),
sensory processing issues, or even a need for more physical activity during the
school day.
3. Interventions:
1. Structured Breaks: Implementing regular, short breaks during class to allow
Kapis to move around in a controlled manner may help him manage his
restlessness.
2. Engagement Strategies: Incorporating hands-on and interactive activities that
allow for movement and exploration could help channel his energy positively and
keep him engaged in learning.
3. Clear Expectations and Routines: Establishing clear rules and routines
can provide structure, helping Kapis understand when it’s appropriate to move
and when he needs to focus on seated tasks.
4. Behavioural Support
Plan: Working with a
school counsellor to develop a behavioural support plan tailored to Kapis’s
needs, including positive reinforcement for staying on task and sitting still,
could be beneficial.
5. Parent-Teacher Collaboration: Regular communication with Kapis’s
parents to discuss his behaviour at home and school, and to align strategies
for managing his energy and focus, would be essential.
4. Discussion:
Kapis’s behaviour suggests that he may be seeking sensory
stimulation or simply has difficulty managing his energy levels in a
traditional classroom setting. The interventions should focus on understanding
the root cause of his restlessness and providing alternative outlets for his
energy in ways that do not disrupt his learning or that of his peers.
Collaboration between teachers, parents, and possibly specialists will be
crucial in supporting Kapis’s needs.
5. Conclusion:
Kapis’s tendency to move around and seek out new activities
during class time is likely a manifestation of underlying behavioural or
sensory needs. By addressing these needs through structured interventions, the
school can help Kapis better manage his behaviour, leading to improved focus
and academic performance.
6. Recommendations:
- Implement Flexible Seating: Allow Kapis to use alternative
seating options like a standing desk or a wobble chair to help him stay focused
while accommodating his need for movement.
- Integrate Physical Activity: Include more physical
activities within the classroom, such as brain breaks or movement-based
learning, to help Kapis channel his energy.
- Monitor Progress: Regularly assess the effectiveness of the
interventions and adjust them as needed. Keep open communication with Kapis’s
parents and possibly involve a school psychologist if further evaluation is
necessary.
- Promote Self-Regulation: Teach Kapis strategies for
self-regulation, such as deep breathing or using a fidget tool, to help him
manage his impulses and remain focused on tasks.
By implementing these recommendations, the school can provide
a supportive environment for Kapis, helping him thrive both academically and
socially.
Case Study:
Student Name:- Vanshika,
Class: 4 B
1. Key Problem:
Vanshika, a Class 4 student, faces difficulties in hand-eye
coordination, which affects her ability to learn and write in her notebook.
Additionally, she has a history of injury from her earlier days and exhibits a
reluctance to eat food.
2. Findings:
1. Physical Challenges: Vanshika’s hand-eye coordination
issues suggest a possible neurological or motor skill impairment, likely
related to her earlier injury. This impairment is affecting her ability to
write and complete her schoolwork efficiently.
2. Nutritional
Concerns: Vanshika’s
disinterest in eating could be contributing to low energy levels, further
impacting her cognitive and physical abilities in school.
3. Learning Difficulties: Due to her coordination challenges
and reluctance to eat, Vanshika may be struggling with concentration, stamina,
and overall academic performance.
4. Psychological
Impact: The
combination of her physical challenges and dietary habits may also affect her
self-esteem, social interactions, and motivation to participate in classroom
activities.
3. Interventions:
1. Occupational Therapy: Engaging Vanshika in occupational
therapy could help improve her hand-eye coordination and fine motor skills,
making writing and other classroom tasks more manageable.
2. Nutritional Support: Collaborate with a nutritionist to
develop a plan that addresses Vanshika’s reluctance to eat, potentially
incorporating foods that she finds appealing and easy to consume.
3. Adaptive
Tools: Introduce
adaptive writing tools such as pencil grips, slant boards, or larger pencils
that can help Vanshika write more comfortably and accurately.
4. Individualized
Learning Plan (ILP): Create an ILP tailored to Vanshika’s needs, incorporating shorter, more
manageable writing tasks, and using visual aids or technology to support her
learning.
5. Psychological
Support: Consider
involving a school counselor to address any underlying emotional or
psychological issues related to her past injury, her eating habits, and the
challenges she faces in school.
4. Discussion:
Vanshika’s case highlights the interconnectedness of
physical, emotional, and academic challenges. Her earlier injury may have
long-term effects on her motor skills, which, combined with her reluctance to
eat, could be contributing to her difficulties in school. Addressing these
issues requires a holistic approach that includes physical therapy, nutritional
support, and emotional care, all tailored to her specific needs.
5. Conclusion:
Vanshika’s difficulties with hand-eye coordination and
reluctance to eat are significant barriers to her academic success and overall
well-being. With appropriate interventions, including occupational therapy,
nutritional support, and adaptive learning strategies, she can overcome these
challenges and improve her academic performance and quality of life.
6. Recommendations:
1. Initiate Occupational Therapy: Begin regular sessions with an
occupational therapist to work on improving Vanshika’s fine motor skills and
hand-eye coordination.
2- Implement a Nutritional Plan: Work
with her parents and a nutritionist to create a balanced diet plan that is
appealing to Vanshika and supports her energy levels and overall health.
3- Use Adaptive Tools in Class: Introduce tools and resources that
make writing and learning more accessible for Vanshika, such as specialized
pencils or writing apps.
4- Monitor Progress: Regularly assess Vanshika’s progress in coordination, eating
habits, and academic performance, adjusting the interventions as needed.
5- Foster a Supportive Environment: Encourage a supportive classroom
environment where Vanshika feels comfortable and confident, and where her peers
are aware of her challenges and can offer encouragement.
By following these recommendations, Vanshika can receive the
comprehensive support she needs to succeed in school and in her personal
development.