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Case studies

Case studies on three students show the benefit of using bespoke programmes for neurodiverse learners. These programmes highlight areas the students have secure knowledge and skill in which informs the learning plan going forward. Therefore, using a targeted, intentional and developmentally appropriate approach meets the unique learning needs of the child.

Matthew, aged 9

A case study on Matthew, an autistic boy, based in the UK shows the benefit of using a bespoke programme. Inclusivity Education made school visits on a weekly basis through onsite visits. These included working with him and preparing activities for teachers to support him with through the week. These activities were reviewed every week and adjusted accordingly.

Reading comprehension:

He presented with a significant discrepancy between his word reading and comprehension. Although he was able to read, he struggled to derive meaning. Essentially, the aim was to support his reading comprehension to meet his word reading in a systematic and developmentally appropriate manner

0= Not achieved
1= Emerging
2= Achieved

As a result, Matthew showed progress. Gradually, the gap between word reading and reading comprehension reduced within a term of targeted intervention.

Samuel, aged 9

Samuel, based in Kenya, presented with global developmental milestone delays. His parents and schools experienced conflicts with regard to agreeing on what his skill and knowledge base was. Consequently, this resulted in breakdown in relationships within his support system.  Inclusivity introduced a tailor-made programme which effectively ensured everyone was in agreement about his baseline and developed a programme to support him.

The parents and teacher meet with Nazia once a week to discuss progress, make changes and support his support system. Occasionally, Nazia works with Samuel virtually.

Composition

Due to Samuel lacking writing skills, his ability to communicate ideas on paper was compromised. Through gradually progressing him, he showed much improvement in 6 months.

0= Not achieved
1= Emerging
2= Achieved

Case studies

Harry, aged 4

Harry, a 4 year old boy diagnosed with ASD living in Kenya worked with Nazia for 2 years. His school had difficulties supporting his needs and cooperatively worked with Nazia.

Initially, Harry’s baseline was low with limited speech. He was not accessing any of the activities presented in his academically rich class.

Nazia worked with him 3 times a week and supported his teaching assistant. Impressively, Harry’s communication improved enabling him to access his class’ learning with some support from his teaching assistant. No quantitative data was collected for this child.

He is currently among the top 5 students in his class and is currently competing strongly in the national under 16 chess tournaments.