Stephan Strauss
Member since Oct 2019
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Summary: Jason, a student with down syndrome was an excellent student throughout his primary years as he was able to demonstrate his passion for drama (had a main role in the school play). His teachers worked closely with the schools learning resource teacher who helped keep Jason on task. As he progressed into his junior years, Jason had academic and behaviour issues and was falling behind on schoolwork; which led to frustration and Jason shutting down. As a result, the teacher met with his parents to modify his homework and curriculum. He was still struggling with school until he reached high school where he had more flexibility in his courses and extra-curricular activities. He had an art-based program and was able to meet new friends that were also interested in the arts (and drama in particular). High school also provided Jason with volunteer opportunities in theatre which will act as a great transition for him as he progresses through high school to college/ adulthood. As Jason moves closer to grade 12 his parents and the school are exploring Jason’s options which include continuing school until he is 21 (with it not looking like a continuation of regular school). Regardless of which path Jason takes, he has a great support staff behind him. The main problem observed in the case study was the importance of providing support and having flexibility in instruction to gear to certain students interests. (Bennett, 16) In this Assignment we will connect this case study/situation to course material, and provide the perspective of: the student, parent(s), teacher(s), and principle. Stephan Strauss, Lauren Duguay, Alexis Witt, and Maya Smudja.
