Inclusion

Inclusion

EDUC 768

June 25-29; Viterbo Center Appleton, WI

Patricia Hein

1601 Patton Street

Green Bay, WI 54301

920-432-9256

patriciah@stocklumber.com

Student Profile

Evan

Age 10 Grade 4

Strengths

Ð'„X Above average intelligence

Ð'„X Gifted in mathematics

Ð'„X Likes music; especially Oldies Pop and Rock and Roll

Ð'„X Is very good with computers

Ð'„X Has leadership potential

Ð'„X Has a good relationship with family

Ð'„X Has one good peer friendship

Ð'„X Has become proficient on the recorder and indicates a desire to learn to play another instrument

Ð'„X Is capable of producing quality work in all subject areas when the mood suits him

Ð'„X Works well independently provided that content interests him

Problems

Ð'„X Sometimes acts as class clown

Ð'„X Is extremely moody

Ð'„X Does not perform or complete assignments during class time

Ð'„X Indicates that he does not care about grades, consequences, etc.

Ð'„X Makes inappropriate comments, noises and physical contact with other students during class time

Ð'„X Agitates and provokes peers to the level of verbal and/or physical assault

Ð'„X Blames other persons or materials to avoid taking responsibility

Ð'„X Lies, denies and exaggerates

Ð'„X Leaves the classroom without permission

Ð'„X Refuses to work or contribute in a group setting

Interventions

Ð'„X Discuss with EvanÐ'ÐŽÐ'¦s dad the possibility of psychological counseling.

Ð'„X Set target goals for completing assignments with rewards if those goals are met in a timely manner.

Ð'„X Teach anger management strategies.

Ð'„X Provide a place within the classroom (such as an isolated corner or even a refrigerator box) where Evan can go to cool his temper and regain his self-control.

Ð'„X Evan is the youngest in his family and also is a little small for his age. Give Evan monitored experiences in a leadership role so that he can experience what it is like to be in a position of authority and responsibility: i.e. Discuss with Evan the possibility of becoming a peer tutor in mathematics (with primary grade students). Allow Evan to assume some of the day-to-day computer maintenance chores.

Ð'„X Explore ways to help him stay focused and on task.

Ð'„X Pair Evan with his classroom buddy (who happens to be a good student) when possible for group projects. Allow Evan to work independently when he feels he needs to.

Diagnosis

Evan has never been tested and his family opposes it. From his behavior and what I know about his background (EvanÐ'ÐŽÐ'¦s mother died when Evan was in 1st grade from cancerÐ'ÐŽXthe death was long, painful and Evan witnessed most of it. He was very close to his mother. His behavior problems began within 6 months of his motherÐ'ÐŽÐ'¦s death.), I would guess that Evan is very angry about his momÐ'ÐŽÐ'¦s death and his behavior problems are directly connected to that unresolved anger. There does not appear to be any signs of ADD.

Sixteen years ago, when I stepped into a classroom for the first time as a teacher, I remember feeling very upbeat and excited at the prospect of assuming responsibility for the education of 22 first graders. Even though my training was good and my enthusiasm high, I still found myself woefully unprepared to deal with the wide variety of abilities, behaviors and maturity levels among six and seven year olds. Bobby was a sweet, unassuming little boy who spent most of the day mimicking the responses of those around him. Although he was never tested, I believe his IQ was probably under 80. Resources were limited and so Bobby spent most of the day in the 1st grade room, being pulled out for 15 min. every day to read to Sister Stan. Myron was very bright and terribly spoiled. His anti-social behavior had driven his classmates to abandon him and his constant demand for attention drained me. Jessica and Monica, identical twin sisters, were reading at a 6th grade level and doing math at a 3rd grade level. Thankfully, they were self-motivated learners who only needed someone to get them started and they worked independently for most of the year. Joey, however, was my ongoing dilemma. He refused to participate, refused to learn, refused to work; he disappeared for several minutes at a time, sneaking out the door, hiding in the closet, under desks, behind doors. He stole and ate the other childrenÐ'ÐŽÐ'¦s lunches and lied constantly about everything. After several months of this confusing and exasperating behavior, I discovered JoeyÐ'ÐŽÐ'¦s story: He, his older sister and younger brother had been rescued from a home where Joey was physically, emotionally and sexually abused. His parents were drunks and drug addicts who had taught Joey and his older sister to steal in order to eat. His adopted parents were evangelical Christians who were convinced that Joey would get better with Jesus and subjected him to numerous faith healings and exorcisms to eliminate the presence of Satan within him. And now I was supposed to teach this little boy to read. Right!

If it had not been for the help of a wise and experienced 2nd grade teacher, I think I might have given up on teaching