Page 22 of 28'or:rposite-scale lAtteniion Ploblerns and Lealning Pi'oL-'1ems). Tiris sLiggests that sire pet'ceii-es,!'alici's behar-ii-,rirs ale like1.,, ro interfere rvith his leai'niirg. The At-Rjsi. eier,;riions s}:e

lepolteC for'At;,picaiitv, \\:it]icira'rai, anC I3eiravicLrrai Incle;i cotnlosite-scales indicale that she

has observeri Waiid to engiige in sirange cr od,l behaviolrrs, tirat ire has diificuity makingfi'iends, and niat', ai tirite-s, be ,.i:rrviliing io.iu-in gl'ollri activities. *LIis. l)arve rate.i Walici in tne;\t-Risii rarlge on ACaptabiiity. -(ocial Skilis, Leacier-sirip, StLrdv Skiiis, FLirictiona"lConmunication anci the A:iaptlve Skiiis comDosire-scale. -fhese scores sriggest tirat \Aialiri h:rs

dilliculty adapting to changing situation-. and from recor.ering fronr cliflcLilt situations, has

difliculiv in socla] siruatlons, iras pool organi.sation and stud3'- sliills, ald clenlonstrated poorexples.sir.e and receptive communication skiljs. I,{rs. Das,e lLrrthel inriic:ateci that Walicl has

diiliculty seeliing out and finding informatior: on his on'n. NIrs. Dau,e inciicatecl that s}-re iras

not observed \Valid to demonstrate the aciaptive sliili-* and resiliency identlfleci by N,{s. N{osoli.

Botl-r teachers identifieci signi{icant problems t}rat .',r,ill interfere u,it}r his academicachl.evement, rvhiie thev rate his adaptive behaviours. thai rvili help him at horle ancl schooi,u,ith peers, and in tire commrinity, as genei-a1lv pocr. Tire teachers reportecl that \Valid'sbiggest chalienges are adjusting to change, r'eco.,'ering fi'orn clilficLLlt siiuations, ancl dil}lcLrltsocial situations. Gir,en tirat lvIs. Mosolf l-ras reportedly linorvn Walid since 2oo9 and he has

oniy been in his neu' school and in NIrs. I)arve's classloom since September 2019, it is

tmclelstandable that iv{rs. Darve sees Walid stlr-rggling ',,vit}r a broadel i'ange of di{iicLrlties andshorvs less ability to aclapt.

N{r. fidjel identifled Walid u'ith several problems sirnilar to those described by theteachers. In contrast, h'{s. Simoussa's ratings *,ele radica}iy diflelent i}om ai1 of t}re otherlatings, indicating that she perceives him as an average chiid.

CollateraI Contact

Cheryl Mosolf, Teacher, Grade 2 & Resource Room, Rosscarrock ElementarySchool. lvls. lvlosolf'reportecl tirat she has lino.,vn \\ralid since 2009 and participatecl in a

conf'erence r.vith the pre-scirool provicler. She statecl that sLrpports for Walid u,ere iclentifiecl andan Inriiviciual Program Plan (iPP) rvas creirted for him. ivfs. N{osolf reporteci that, in acldition tothe resolu'ces available throush the Calgary Board of Edrication, rvhich included occr-rpationaltherap1,, si;eech ancl langirage sLU)pot'l, In Schoo] Rehaviour S.T.O.P, anci Progranr UnitIruncling (PUF), lValid recei.,'ecl adclitional support throtrgl'r Commr-rnity OLrtreach Pediatricsancl Education (C.O.P.tr.). She indicatecl that Walid "ap1;eared to have met u,ith successes and

fivas] happy at schoo1."

Hamza Fidje1

Clinical DescriptionLlamza presentecl as a f iendly boy r.vho appealed his statecl age. In iny initial meetinss

u,itir him, u,hich toolt place cluring home visits, he rl,as interestecl in ur,v plrrpose o{'my visits. Athis mother's home lte u,as interested in shr.rr.r,ing me ;iround, particularly his beciloom y,here hepointecl out his br-rnk becls, desli, ancl compi:ter. FIe rvas r"eselved at his father"s home, andrecluirecl prompting to shou, me the clou'nstairs. l{e referred to Ms. Simor-rssa as iris rnotirer', br-itreferred to lvlr. Ficijel by his first name, ivioharned,

i\t rny oflice, l'Iamza agleecl to chat u'ith me and sat quietlv, politely responding to

Nanry QgfratiwRl, NCRe g i: t ered rPq c fio [ogis t a{, 5lt e r[ia t o r/rPare ntitg Co o rfina t or

4'fi0 n c: (1 0 3) 5 1 0- 1 2 3 6 fnui[ gi-atr c1@ cowrse fhqsofiLtion s ca [gary. corn