As Student A is still in the process of being diagnosed, he does not receive any extra support. In order to provide a strategy that the classroom teacher can implement without disruption to the whole class I have made a 'Now and Then' chart to be used in the classroom. This is another simple idea to encourage and support Student A in his academic efforts. He is given a task to complete and then he can spend a specific amount of time doing something which he enjoys. As you can see, there is no time frame on the task. This is to indicate that there is no choice in whether or not he does it. If he wants 10 min of computer time, then the task has to be done.
To increase the likelihood of success for this strategy the choices I have shown in this example are practical and are based on what Student A is interested in. For me, this strategy has two positive outcomes. To achieve time for an activity he must participate in the work and secondly, when he is having time on a 'Then' activity he is also having some time out to relax. This will help his anxiety levels and also provides Student A with a feeling of success.
To extend this strategy, begin with shorter amounts of work to be achieved before having time on a 'Then' activity and progress up to larger amounts of work or longer time on a set task.
HOME 3 KEY ISSUES STRATEGIES FOR CASE STUDY
To increase the likelihood of success for this strategy the choices I have shown in this example are practical and are based on what Student A is interested in. For me, this strategy has two positive outcomes. To achieve time for an activity he must participate in the work and secondly, when he is having time on a 'Then' activity he is also having some time out to relax. This will help his anxiety levels and also provides Student A with a feeling of success.
To extend this strategy, begin with shorter amounts of work to be achieved before having time on a 'Then' activity and progress up to larger amounts of work or longer time on a set task.
HOME 3 KEY ISSUES STRATEGIES FOR CASE STUDY