Names and other details have been changed in order to protect privacy
Case Study 1
Student D's parents approached Foundations for Learning because their young son was experiencing extreme anxiety, affecting his ability to cope
with the academic demands of school. This was also putting a great strain on the family as child D needed a lot of reassurance and his level of anxiety
was escalating. His parents were concerned that if their son did not learn coping strategies soon, the problem would be far worse by the time he reaches his teens. They were also concerned that their son might have an underlying learning difficulty.
Our team decided that the best approach would be a highly structured programme of support from a Clinical Psychologist and a Learning Support Specialist.
The Clinical Psychologist began a series of cognitive behaviour therapy sessions designed to help the child understand and eventually control situations that caused him stress.
The Learning Support Specialist gathered information from teachers, parents and the child himself in order to gain a clear understanding of student D's learning profile and his particular areas of strength and weakness. A management plan was designed with specific strategies for all the important people in the child?s life.
Student D is now receiving focused and targeted academic support. All the key people in his life work together as a highly structured team, each knowing what the others are doing. The behavioural therapy has had excellent results and D's parents and teachers comment on his greatly reduced anxiety level.
Case Study 2
The parents of student M approached Foundations for Learning as they were very concerned that their teenage son was experiencing serious difficulties
maintaining his focus and attention level. Student M had been diagnosed as having attention deficit disorder when he was younger. He had been taking medication but it was discontinued after he experienced an adverse reaction. M's parents and teachers wanted to know how best to help and support him.
The Clinical Psychologist and Learning Support Specialist worked together to carry out a full academic evaluation. With this information they designed a Management Plan with strategies for Student M, his parents and teachers.
One of the most important results is that all the key people in student M's life are now working in his interests as a cohesive team. In talking to student M after the evaluation, he feels that his strengths have been highlighted and the strategies selected for him will be effective. The Clinical Psychologist and the Learning Support Specialist presented the important information about student M to all his new teachers at the beginning of the new academic year. A case review was held after two months to ensure that the strategies were still effective and to determine if any changes needed to be made.
Case Study Three
A parent contacted Foundations For Learning because her son, B, was due to take his I.B. exams in three months and she was extremely worried that he would fail the Diploma because of his struggle to cope with Mathematics.
The Maths Tutor at The Foundation analysed B's areas of strengths and weakness in Mathematics and put together a teaching and revision programme tailored to his specific needs.
B passed his Mathematics exam and received his I.B Diploma. He is now studying at University.