Case Study One — David (Age 12 Years)
David is a popular pupil at a Secondary School for Boys in an affluent area of Essex. Having been there for six months the Special Education Needs Coordinator (SENCO) has written home to suggest he have extra Mathematics lessons as he has been having considerable trouble keeping up with his classmates. David does not want to engage with special educational needs classes and has exhibited resistance and some verbal aggression to teachers at the proposal. After taking David out of class and condualrSatCDflef mathematic test with him the SENCO suspects he has a mild form of dyscalculia. He is very embarrassed by his inability to do basic maths calculations. His teacher states, "Many times I have seen other pupils come to David for assistance with spelling for some of their work, and this above all shows the correspondence of both his social and academic status". David's parents have expressed a willingness to engage with extra curriculum activities at home but caution that David is very resistant and prefers football and sports. The school needs a coordinated approach to help David achieve well as he enters a period of exams and assessment and throughout the coming years.
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