Vignette Analysis Assignment Example: Special Education Singapore

Vignette Analysis 1

Read the case study below carefully and answer the questions that follow.

Tom was 13 years old. He had completed his Primary School Leaving Examination and gotten into a local neighbourhood school. Tom’s father was a bus driver and his mother was a homemaker, they also have a younger daughter who was 9 years old. However, 3-months into the new school term, his parents were informed by his teacher that Tom had problems adapting to the new school environment and might be on the Autism Spectrum. The school advised his parents to send him for counselling with external agencies as he refused to work with the school counsellor. Tom’s parents were shocked at the news and arranged for Tom to have counselling with an external agency. After 2 sessions, the counsellor advised his parents to send Tom for an official assessment for Autism, and also that Tom might need to work with a therapist/counsellor/psychologist that was adept at working with teenagers with special needs.

Tom was eventually diagnosed with Autism Spectrum Disorder, level one. That meant he was high functioning and had no cognitive impairments. Tom refused to go for therapy and was clearly addicted to online games. His mother explained to his psychologist that during the Covid lockdown, the family had no choice but to allow Tom to spend extended time online. He was observed to be increasingly withdrawn, refusing to leave the house, even to cut his hair. He would also get upset when he loses in his games, and would yell, throw things and sometimes even hit his mother who wanted to help him to calm down. Tom’s father resorted to caning him to stop him from acting out. This estranged Tom from his father—Tom even refused to sit next to his father during meal times and stopped talking to him altogether. His parents were helpless and did not know how to help Tom. His mother just tried not to antagonize him to contain his aggression and protect the younger daughter from getting hurt by the brother. So most days Tom was left to do what he wanted with little interventions.

The school worked closely with the family and Tom’s psychologist to try to help him go back to school, even if to attend selected lessons. Tom refused to engage with anyone but his younger sister, and even threw a chair at one of his teacher who visited him at home. He would also get aggressive when he saw his psychologist.

Question 1

Based on Tom’s behaviours and diagnosis, examine the unique needs of Tom’s parents and younger sister.

Question 2

Formulate THREE (3) intervention programmes/strategies that would help Tom’s parents at managing Tom’s behaviours at home, and also to promote their own mental and emotional well-being.

Question 3

Recommend what are the essential ingredients/factors that will facilitate a productive parentschool partnership between Tom’s parents and the school.

Question 4

Illustrate, with practical examples, the significance of the collaboration between his teachers and Tom’s family, to promote learning and encourage Tom’s return to school.

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