Mairehau School: Case Study
Student stories sections: Arnie; Luke.
Student stories: Arnie
Name: Arnie (pseudonym)
Age: 11 years old
Year: 6
Interests: Tennis, netball, budgets, piano, open-ended problems,
computer activities, skiing.
In year 4 Arnie was exhibiting one or two minor challenging behaviours. His teacher recognised that he was bored and had already subject accelerated him up a year to another classroom for maths. Arnie was still finding work too easy so help was sought through dual enrolment with the Correspondence School. He was 7 years old at this time. He continued to find the work too easy and the teacher was frequently asking the Correspondence School to send him more challenging work. He was psychometrically tested at 7 years of age using the Wechsler Test. The testing found that he performed at age equivalents of 7 years 6 months to 14 years 2 months. The higher range was in his maths ability.
In year 5 he was still finding work too easy. He continued with the Correspondence School until he was 9 years old. At this stage the Correspondence School work was discontinued. He was tested again at 9 years 7 months. In the maths section it was found he was functioning at 16 years 7 months and he ranged between 1 and 3 years above his chronological age in all other tests.
In year 6 a meeting was held with the gifted and talented advisor, his parents, the assistant principal, and a year 7/8 teacher. At this meeting, an individual educational programme (IEP) was written; Arnie was asked about his feelings about schoolwork, what he would like to do, and what his interests were. The outcome was that he would be accelerated to year 8 level for maths where he would have the opportunity to work independently, collaboratively, and on a range of projects and open investigations to stimulate his interest.
Arnie was small compared with other year 7/8 children but all were comfortable that he could cope happily in the class and with the group of extension children he would work with. He was encouraged to report his feelings about his new situation as frequently and as soon as he liked. His parents were keen to ensure that he was not bored. It was important for his new teacher to check for any 'gaps' in his knowledge, and to ensure that he was taught new knowledge that he would require in order to complete any work.
The IEP was to be reviewed after a four-week period. This was done, with Arnie reporting himself to be content and challenged. There was some discussion of him being whole year accelerated in 2001, depending on how he felt. However, he was very satisfied with his 2001 classroom teacher and currently feels extended and challenged. He continues to work with the same year 7/8 teacher in maths.
He has no current IEP, but if he remains in the same school for his year 7/8 years, a new IEP will have to be written as there is the possibility that he may wish to go to the local high school for maths.