Monday, March 26, 2012

Week Eleven

Ahmad is now 16 years of age, and life has been challenging for the Nassar family. Since he started receiving treatment for his condition, Ahmad has done better. However, the long-term effects of his health struggles seem to have had an impact on Ahmad's cognitive functioning. In fact, he is currently in the process of being evaluated for special education services after RTI strategies were not effective in helping Ahmad to learn. In spite of everything, Ahmad really wants to get his driver's license and start to drive. His dad has promised him a car if he can keep his grades up, and his dad seems not to want to recognize the challenges that Ahmad now experiences.

Khalid and Sasha have recognized the stress they have been under, and they are considering attending couples counseling. Sasha has not been as comfortable with the couple's differing religious orientations since Ahmad was diagnosed with Lyme's. Khalid is not sure about the process, however, and they have yet to make a final decision.

* Given Ahmad's struggles, what label would he likely carry if he were identified as needing special education services in his school?  Be sure to consider all of his needs in responding to this question.


* From the standpoint of the school and the IEP, what is transition? Describe at least 3 transition goals for Ahmad. When would the IEP team have started to consider and include these?

* Describe the cognitive developmental changes that take place during puberty, and hypothesize how these apply to Ahmad based on this week’s installment.

DECISION POINT ::: Do Khalid and Sasha attend couples counseling? Why or why not? How does the special education eligibility process resolve for Ahmad? What is the outcome?

Week Ten


Life for the Nassar family continued to unravel over the last few years. Due to Ahmad’s growing irritability and seemingly regressive development at 7 years old and continuing till his current age of 12, his parents opted to take him back to the doctor for further evaluation. When Ahmad turned 9, the doctors came to consider that his Lyme disease was not appropriately treated when he was 4 years old, and that his condition may have worsened and spread throughout his body over those 5 years. If Lyme disease is not treated appropriately it can begin to affect the heart and nervous system (KidsHealth, 1995-2012). These individuals can experience “irregular heart rhythm, chest pain, facial paralysis, and arthritic symptoms such as swelling or inflammation of the joints” (KidsHealth, 1995-2012). These symptoms characterize a lot of symptoms Ahmad’s experienced and complained about as a 7 year old. Ahmad’s symptoms were not all physical; he also experienced emotional symptoms of progressive Lyme disease. As a 12 year old, Ahmad is reaching his physically typical developmental milestones, but he is still lacking in his emotional development. Typical 12 to 13 year olds often socialize and interact with their peers, and “become more independent with their own personality and interests” (Centers for Disease Control and Prevention, 2012). However, due to his condition Ahmad finds trouble relating to his peers and begins feeling the effects of social isolation. His frustration with his peers of not being able to understand the severity of his condition, led him to become increasingly irritable and moody.  His overall performance and behavior have declined to the point that he was no longer able to remain at the local Montessori school and has been attending public school for the past 4 years.  Ahmad is now 12 years old but is one grade below his peers having been retained one year due to frequent absences and the sudden drop in grades. Khalid is devastated by this decline in academics which has shown in his dwindling attempts to make sense and time for his son’s new personality and life. 
He did not make friends at his new school as easily as he once had at the Montessori School. Along with this change and the normal hormone changes that are occurring coupled with the effects of the Lyme disease have caused Ahmad to become rebellious and lose all interest that he had left in school and school activities.  He is difficult to predict and experiences constant mood swings and personality changes.  Ahmad tires easily which has caused him little desire for friends or social activities.  Loneliness has also become a problem which has led to depression and recent suicidal thoughts.
Ahmad’s parents noticed this change in their son, and hoped to improve his quality of life by registering him in a sport he once loved, soccer.
Although a thoughtful gesture, playing soccer was too strenuous on Ahmad’s body. He often felt “fatigued, weakness, and joint aches and pains” (Children’s Hospital Boston, 2005-2011). Ahmad as well as his parents felt discouraged by his condition and situation, but they were also hopeful in discovering a successful treatment plan. Ahmad was taken to the doctor again, but this time doctors suggested that he might be suffering from “post-infectious disease syndrome” (Children’s Hospital Boston, 2005-2011). The doctors suggested several treatment options for Ahmad to try. Some of these options included: “maintaining a sleep schedule, exercising, acupuncture, biofeedback, physical therapy, and anti-inflammatory drugs to help with aches and pains” (Children’s Hospital Boston, 2005-2011). Although some of the treatments that Ahmad’s doctors suggested were expensive, Ahmad’s parents had enough money saved to accommodate their son.
After a few months of treatment, Ahmad finally began showing some improvement. To maintain his improvement another specific behavior plan was established in his school, so Ahmad would have an outlet if he became too overwhelmed with school or his peers.
Even with this slow improvement Khalid and Sasha’s relationship has been strained and they are constantly arguing.  Sasha, in her desperation to make sense of all that has happened, has returned to her Lutheran faith.  The conflict has been exacerbated by Sasha’s anger and guilt as she repeatedly questions herself on why she ever gave in to Khalid to raise Ahmad as a Muslim.

References
KidsHealth. (1995-2012). Lyme Disease. Retrieved March 22, 2012, from http://kidshealth.org/parent/infections/bacterial_viral/lyme.html
Children’s Hospital Boston. (2005-2011). Lyme Disease. Retrieved March 22, 2012, from http://www.childrenshospital.org/az/Site1255/mainpageS1255P4.html
Centers for Disease Control and Prevention. (2012). Child Development. Retrieved March 22, 2012, from http://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/adolescence.html

Sunday, March 11, 2012

Week Nine

It has been a difficult several years for the Nassar family. After the diagnosis of Lyme's disease, everything seemed to fall apart for Sasha and Khalid. What was once an easygoing household became tense and hard to recognize from what had been present prior to the Lyme's diagnosis. Khalid was not dealing well with the situation, and Sasha was spending less time at home because of her job. 

For his part, Ahmad had changed significantly from the happy-go-lucky, trilingual boy of earlier years. Now, at age 7, Ahmad was often irritable and sometimes just mean, and he had started to act out in school at the start of his 2nd grade year. For the most part, he was as bright as he had been, but his language skills seemed to have atrophied and did not seem to continue to develop as might have been expected based on his early thriving. Ahmad struggled significantly with peer relationships at school. At one point in the year, a specific behavior plan was set up through which Ahmad could 'earn' time to play the assistant principal's Wii game (which he had in his office). This intervention had a limited effect, however, and Ahmad continued to struggle to get along with other children - he had a couple of incidents of fighting with other boys in his class, and, at one point, threatened to bring a knife to school to cut another child. 

Khalid did not know what to do for and with Khalid. Sasha was just as concerned but equally as discouraged. 

* What services might be available to Ahmad to help him throughout the school day? Explore 'day treatment' services. What kind of insurance would Ahmad need in order to qualify, and is it likely that he would have that type of insurance? What kinds of interventions are typically done by an elementary school counselor? Would any of these be of help to Ahmad? 

* What recommendations would you have for Khalid and Sasha? What would/should the school be doing from the standpoint of the Special Education process? Should Ahmad be evaluated for Special Education services? Why or why not? How would this process begin? If the process continued, with what "category" of disability would Ahmad likely be identified? 

* Are there community-based resourced that you think would be helpful for Ahmad? Which ones?

DECISION POINT ::: Is Ahmad evaluated for Special Education services?

Week Eight

Spring Break

Week Seven

Individual assignment