Mairehau School: Case Study
Student stories sections: Arnie; Luke.
Student stories: Luke
Name: Luke (pseudonym)
Age: 8 years
Year: 4 (in year 4/5 composite)
Interests: Drawing, art/craft, droids, Star Wars, trains,
trampolining, swimming, cartoons, animals, reading, and surprises!
Luke was an "early everything" child, walking, talking, etc. He showed lots of ability as a very young child at completing puzzles, jigsaws, and drawing pictures. He had a very good memory and was able to recall facts and information about specific things like trains, dinosaurs, animals etc., from an early age.
At school in year 1, he was finding work too easy and was bored by most things, although he enjoyed the playing aspect of this year level. He was psychometrically tested by an educational psychologist by using the Stanford Binet Intelligence scale: Fourth Edition, Australian Adaptation because it became apparent that what was in his brain, wasn't getting out. His parents knew that he had so much knowledge to impart, but it took a long time for him to access and impart it. He didn't take part in class discussions very much, but did have some good friendships. He showed strength in maths and English, and had a good vocabulary, which was very evident at home, if not at school.
An educational psychologist carried out a Stanford Binet assessment when Luke was 5 years 11 months. His pattern analysis and absurdities tests were his highest scores (99.99). These tests measured his ability to think logically, see patterns and continue them, and to recognise anomalies in reasoning. While he scored highly on every test given, he had to be encouraged to give more than one word answers on the vocabulary test. His quantitative reasoning test was extremely high with a score of 99.00. The tests showed a differential between his ability to reason, comprehend, and his ability to verbalise his thoughts. It was suggested that he should be extended at school, and encouraged to contribute in class. Patience with him was important so that he could organise his thinking and respond to direct questions.
Luke was then placed in a year 3 class. Once again, he showed signs of underachieving below his peers in tests, not contributing in class, school was boring, the work was easy. His parents began to feel that maybe their child wasn't gifted after all. Could a mistake have been made? They had been told that psychometric testing was more accurate at age 7 years, and so decided to have Luke re-tested.
The same educational psychologist tested him, only this time the WISC III was used. He was 7 years and 3 months old. His vocabulary score and his matrix reasoning score were much higher than his other scores, which still put him in the moderately gifted range. All his test scores put him in an age equivalent of 10 years 6 months to 14 years 6 months. His ability to formulate answers had increased since his last test though he still needed to be given adequate time to respond. The recommendations were that he be extended and that he work with small groups to perform research tasks, using a variety of media and presentation tools.
In class he was already in extension for maths, art, and English, and was not feeling challenged although he enjoyed his talents being recognised. His parents were told at a parent interview that he wasn't showing any signs of giftedness in the classroom.
Eventually, the principal, who was working at helping another gifted child, suggested that an individual educational programme (IEP) be put in place the next year for Luke. (It was near the end of the year by this time.) In the event, Luke's parents set three goals with Luke and discussed them with the teacher for the next year:
- That he be encouraged to answer in class, be listened to, and have a chance to share his work.
- That he be allowed to finish his work early and work on an independent project perhaps with a couple of other like-minded children.
- That he be allowed to do his art in any spare five minutes that wouldn't disrupt anyone else.
Luke has a wonderfully patient, kind, understanding, and knowledgeable teacher this year and has thrived in the classroom. He isn't bored, he is less afraid of failure, he takes more risks, and he has good friends. His self-esteem is higher and he believes in himself much more. (And he talks non-stop!) His goals for the year have been reached.