Case+Study+1+-+Eric

Primary case study 1 **Eric Kindergarten** Eric is a little boy who has some difficulties with mobility and bowel and bladder control as a result of spina bifida. He is not intellectually delayed, but at five years and two months he is not, as yet, capable of taking responsibility for his own catheterisation because of balance problems and immaturity. He can walk independently but can not run as well as other children of his age, his climbing ability is limited and he has very little sensation in his legs. Eric also has some difficulties with fine motor skills. Eric has been attending a regular preschool with some assistance from an occupational therapist and an early intervention teacher who both visit the preschool centre on a regular basis. The preschool is not far from Eric’s home and his mother has attended to his catheterisation three times each day and is available when Eric has had an accident and needs to be changed and bathed. Planning for Eric’s transition to school began at the beginning of the year before he was to start school. Eric’s mother, Maxine, was very determined to find the very best school option for Eric and asked the preschool teacher Maxine for advice. Maxine invited the early intervention teacher, the occupational therapist, a representative from the Spina Bifida Clinic, the District Guidance Officer and Integration Officer from the Department of Education and Eric’s mother and father, Maxine and Michael. Maxine led the meeting and invited Maxine and Michael to talk about what they perceived as necessary and desirable for Eric regarding schooling, and what resources he might need. Maxine said that she would now like to return to the workforce and would therefore not be available to help with catheterisation and other care. Maxine and Michael sought placement in the local school in which their older children were students. The other personnel then talked about Eric’s needs from their professional viewpoint. The points made were listed: Adapted from Foreman, P. (Ed) (1996) Integration and Inclusion in Action. Sydney: Harcourt Brace.
 * Eric was of average intelligence, communicated well and was socially competent both with adults and peers. He demonstrated appropriate adaptive behaviours and needed the opportunity to attend a regular school.
 * He would need a teacher’s aide who would be prepared to catheterise and change him when necessary.
 * Training would need to be organised for this teacher’s aide, particularly as this person would also need to take responsibility for toilet-timing Eric, and gradually teaching him to take responsibility for his own toilet-timing and catheterisation.
 * Appropriate toilet and bathing facilities, and consumables (e.g. gloves) would be needed.
 * Mobility around the school needed to be considered.
 * Orientation to school program for Eric and for his class members.
 * Assessment and application for Funding for Students with Disabilities in Regular Classrooms

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