Case+Study+2+-+Catriona

Primary case study 2 **Catriona Year 4** Just moments after being told my baby had been born with Down syndrome, I cradled her in my arms and promised her I would do everything within my power to help her lead as normal a life as possible. The thought of Catriona attending a special school never crossed my mind. She would go to the same school her two older sisters attended. We, the family, accepted that Catriona would have special needs, but we treated and expected her to do the same things as Alexis and Mia. There were no special rules for Catriona. We accepted the fact that Catriona would take longer to learn about life, but we were determined she would achieve. I was extremely determined to do what I felt was right and nobody could change my mind. Catriona commenced at a pre-education and training centre at just 3 weeks of age and when she turned 5 years old it was expected she would attend a special school close by. My husband and I visited this school and while we thought it to be a good school, I truly believed it was not for Catriona. The principal was very frank in telling me a mainstream school would not work. Nobody supported us. It really was a very distressing time for me. I had made my decision and I stayed with it. Catriona commenced kinder at a regular infants school at 5 years 4 months of age. She had a great year but her speech held her back. Catriona repeated kindergarten, a decision made in collaboration with the teacher and the school counsellor, in order to provide a stronger foundation for her schooling. Later that year Catriona had a reassessment of her intellectual abilities and adaptive behaviour. She was in the range of moderate intellectual disability and we were encouraged to look again at the special school. I was devastated, as Catriona’s teacher and aide were very pleased with her progress. We then started to get home visits from social workers. They would even talk down to me as if I was the one with the intellectual disability. The pressure was on to send Catriona to a special school. Their reasons were that she would be taught hygiene skills, how to undress and dress herself, social skills, how to make her bed and how to fold and put away the washing - and what a wonderful music program this special school had. They then proceeded to inform me a child menstruating in a kinder class would not be fair to the other children (meaning Catriona would never move on; she would still be in kinder at around 11 years of age). Catriona and I were a lost cause in their eyes. I sat and listened to them the words of advice, but I was screaming inside. When they had finished lecturing me, I had great pleasure in assuring them that it was my job as a parent to teach Catriona hygiene and social skills and that Catriona had been undressing and dressing herself since she was 2 ½ years old. Catriona loved helping me sort out the clean washing and she knew what clothes belonged to each person. As for a music program, she would get that at the local school and we were always playing music at home. What really made me angry was that they had never met Catriona, but she had Down syndrome; that was enough. She was labelled. Early the next morning, I received a phone call from Catriona’s aide (she was also a lower primary teacher). She informed me I was the one to have the last say and not to let them push me around. I stuck with my decision and Catriona moved into Year 1 the next year. Her teacher was new to the school and she had just completed her first year of teaching. I was assured she would be informed prior to having a child with special needs in her class. Several days later this very young teacher told me she had no idea of Catriona until five minutes before we walked into the classroom. She was also told not to worry, as the child was put into Grade 1 to prove a point that she would never cope. Suddenly I realised that this teacher would make or break Catriona. She really took offence at what she had been told and promised she would do her best to help Catriona achieve. Catriona is now in Year 4. Her reading skills are approximately Year 2 level, and she struggles with comprehension and retelling of sequences. Although she has difficulties with academic aspects of school life, she has friends at school and participates in all school activities. She spends time with some of these friends outside school; playing netball, going to birthday parties and just ‘hanging out’. Catriona is eligible for funding support and the school has chosen to employ a School Learning Support Office (teacher’s aide) who works in the classroom for two hours in the morning on Tuesdays and Thursdays. Catriona is co-operative and eager to learn and we are very pleased with the relationship we have with her teacher this year. Adapted from Foreman, P. (Ed) (2001) Integration and Inclusion in Action, 2nd Edition. Sydney: Harcourt Brace.