Farah Case Study - Nursing Assignment Help

Assignment Task:

Farah Case Study:

Farah is an eight-year-old girl who attends a local primary school and is currently in Year 3. Farah’s primary diagnosis is Down’s syndrome (mild to moderate). She has low tone in her trunk and limbs, leading to poor posture, and delayed fine motor skills for her age. She has limited selective attention and can be easily distracted by external stimuli, which impacts her ability to focus on the teacher’s instructions and engagement with learning opportunities. She demonstrates memory difficulties, such as often losing her homework sheets and her jumper/jacket. 

She has moderate expressive communication difficulties due to poor speech production, which she sees a Speech and Language Therapist about, on a regular basis. She also has poor vision, which is corrected with glasses which she is to wear at all times. Farah is quite social and has many friends at school. She has a bubbly sense of humour but does have difficulties with some social boundaries such as showing sensitivity to others. She does get frustrated when her speech is not understood, and can get very upset and hit out. Her parents are worried about the impact of this behaviour on her and her classmates. Farah does not give up easily and will try to complete any work asked of her, even if she gets tired/finds it too difficult. She won’t often ask for help and wants to be more independent. 

Farah’s view:
“School’s hard, and they finish before me, but I try hard”. “I get tired, and want to sleep after class, but no.” “I want to ride a real bike like my friends, not mine with metal legs (stabilisers)”. 

Environment:

Farah’s family and the teacher are growing concerned at her ability to cope/progress with her peers, in relation to the demands from the school in year 3/Keystage 1. Quiet work-time periods are increasing, and her classmates are complaining about her behaviour to their parents & staff. Farah learns best with visual support and is lucky with the advancements of IT that visual cues are often used for all students in the classroom. Verbal information is more difficult for Farah to recall, so she is often forgetting what is asked.

Farah lives with her 2 brothers (Aaron, 11 y/o & Ben, 13y/o) and her parents in a 3 bedroom house. Her mother works part-time as a radiographer, and her father is a pharmacist, and are active and supported within their local Bangladeshi community. Her parents are very supportive and want Farah to become more independent at home, and to be able to cope with the demands at school. Even though secondary school is a few years away, her parents want to plan ahead for the most appropriate schooling for Farah.

Occupation:

Farah has progressed slowly in school but is now not meeting KeyStage 1 requirements, even with support. She has extra support from the Special Educational Needs Teacher in 1:1 sessions, but currently needs more assistance than last year. Farah receives 1:1 support with reading, maths and writing. Farah’s reading ability is about year 2, and she is able to use more simple texts in the classroom. Tasks such as writing are becoming more demanding particularly in terms of speed and quantity of work achieved. Due to her low tone, she is unable to maintain good posture and has poor sitting tolerance for written work.

Her use of hand tools (e.g. forks/knives with eating) is slow and clumsy. This is becoming more of an issue as the tasks expected of her in school are increasing, such as independence in clothes fasteners (changing for PE, ‘paperwork’ when toileting), and eating all meals independently. At home, her mother helps with bathing and dressing, and wants her to do more for herself (e.g. washing her body, fasten shoes and belts). Farah has said she would like to do more by herself.

Views of family/teaching team:

Mum: “She is so cheeky sometimes, and makes me laugh a lot. I do want her to be able to take care of herself more, as I can’t always be there to help her and she is getting older. The school told me she needs more help than before with changing her clothes, getting her jacket on and off, and at mealtimes. ”

Brother Aaron: “Farah is great fun and good at making friends, but does have a temper.” Dad: “I see how much more her peers are able to do in school, and it is difficult to accept.” Year 3 Teacher: “Farah really adds to the class activities with her interests, an ability to laugh easily, but she can be easily distracted/fatigued and not get the work done that has been set for her abilities."

SENCO: (Special Education Needs Co-ordinator): “Farah performs better with 1:1 support as she is less easily distracted, we can take breaks when needed. However, the support she requires is increasing in reading and writing, and we are unable to offer any more sessions due to lack of resources/staff.”

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