Jack is seven and has recently been diagnosed with attention deficit hyperactivity disorder (ADHD), his mum has recently left the family home and there is alcohol abuse in the family. So Jack has found it difficult to engage in school life. The school is aware of Jack’s home life and has been working with the family social worker.
The diagnosis of ADHD prompted the school to suggest an Individualised Educational Programme (IEP) for Jack. It was clear that Jack needed some help to stay in school and manage his anger. The school also needed to work on how it set tasks for Jack and become more targeted in its approach.
Jack’s dad went to the school to discuss the IEP and share his views on the targets that could be set for Jack to achieve. Jack’s IEP was drawn up in consultation with Jack’s dad and Jack was asked for his input. The family social worker was there also as Jack’s dad had asked for a bit of support at the meeting. Targets were set mainly in personal and social development and focused on enabling Jack to engage with his classmates and manage his behaviour in class.
It was decided that a classroom assistant should work with Jack in the afternoons, giving him smaller more manageable tasks to complete relating to the goals in his IEP.
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