Learner Analysis Project Part II

Summary of Student and Observations:

I have finally made the decision on which student I have decided to study. After an eventful week with Jack at the center of all the craziness, I have finally seen all of his colors. Just to refresh your memory: Jack has severe ADHD, he has been prescribed medication but for some reason his parents do not give him this medication at home. They have given consent allowing the school to give Jack medication when he arrives, and after he eats lunch. Many of the staff members at Parr find this frustrating because there period of time at the start of the day and after lunch where his medication has not kicked in yet. This time can either be calm, but contains a strong lack in concentration, or it can be, to put it simply, completely out of control. I have been able to speak to the school Psychologist, my CT, and Jack all about how he feels about school, how he feels about learning, what makes him frustrated, and how often he has "shut downs," among other issues. I have been observing him during most school lessons, and I have come to know him pretty well as a student. 

This is Jack's desk; it is ironic that all of the items inside are so messy because he is very interested in keeping things organized a certain way when it comes to his school work. 

Who is this student?

Jack is in the fifth grade at Parr. According to my CT and the school psychologist he does not have a good home life. They also told me that previous teachers he has had have felt like they cannot control him, so when he has out bursts, or shut downs (he gets frustrated about something and will not longer put effort in; he sits in the corner or at his desk refusing to do work or speak to anyone) they would send him into the hall. Unfortunately, Jack is described as a runner, so when they sent him into the hall often times he would disappear to various places around the school. Luckily, my CT recognizes that this is not the correct way to handle this kind of a situation. When Jack's medicine has not kicked in yet, or when he is frustrated about something my CT allows him to play with a rubix cube or a ball for a few minutes (she sets a timer, depending on how intense the moment is) so that he can calm down and collect himself. 

One day when I was talking with Jack, I asked him if he was excited to go to home and he told me no, and that he really loves school. Jack particularly loves math. If he is trying to do his math work and another student interrupts him or slows him down he will become frustrated for a good majority of the rest of the afternoon. These moments are especially hard because it takes him so long to get back to being calm, and get him back into wanting to do more of his work. 

This paper that Jack wrote is a good example of how he feels about school. (Part of it is cut off because his picture was hanging on one side of the paper.)

Jack knows that he is smart. Often times when he is asked to work in a group he will come and work with me, or choose to work on his own. He enjoys doing school work more than he enjoys messing around. If the other students are taking a brain break, sometimes he will participate and other times he will watch on the side while reading a book. 

All of these are really good moments, but this does not mean that there are only good moments with Jack. This last week when I went into the school, my CT told me the previous day was terrible. She described the day for me: Jack came in that morning out of control. He grabbed a basketball and began bouncing it all over the open walls, and on every table top in the room. She was finally able to get the ball from him, so he immediately grabbed a pencil and began coloring on other students desks. She was able to control the rest of the class so that they were able to sit in their desks and do their work without noticing or acknowledging Jack. Jack then grabbed a water bottle, opened it, and dumped it all over his desk. Then he grabbed a chair and began ramming into the back of another students chair as the student sat at his desk, trying not to make a scene out of the situation. These moments are common with Jack when his medicine has not kicked in yet. 

IEP Review

Jack's IEP includes activities that can help him settle down. (I.E. his toys) but state that it should not take longer than 15 minutes for him to settle into the normal swing of things. It also states that while he as at school he is permitted to take the medication that is needed for him to concentrate. Jack is a good student; he reads at grade level and he is good at math. Despite all of his random outbursts he is motivated enough that he is able to get all his work in on time even with these set backs. So there are no special instructions as far as that stuff goes.