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Case studies In her fourth year of kindergarten, a young girl named KI arrived with her parents. She appeared to be non-verbal, relying solely on gestures to communicate. Little did we realize the challenges we were about to face. She exhibited limited sitting tolerance and was eager to follow even the simplest instructions. Her behavior closely resembled a textbook case of ADHD, causing significant concern among us teachers. She would frequently run around the building and engage in tantrums. However, through unconditional acceptance, we were able to transform this child into a pleasant, highly verbal, cooperative, and willing worker. She dedicated herself to learning phonological awareness, handwriting skills, and both fine and gross motor skills. Over the years, our apprehensions about her behavior dissipated, and she transformed us into caring individuals who were willing to assist any student. Today, she has successfully completed her higher education and is employed in the hospitality industry..
Case study 2 In NM, a fifteen-year-old school dropout, due to reading and writing challenges, was brought to our center by his mother. This reserved teenager stood behind his mother with a sober and disappointed expression. He was a tall, lanky, and handsome young man. He expressed his desire to resume his studies but was unable to confront the derogatory remarks about his underachievement from his father and high-achieving siblings. However, he was fortunate to have a mother who comprehended his academic difficulties and his aspiration for success. Upon enrolling him in our center, his demeaner transformed. He recognized others like him who were struggling with reading and writing and realized that they were gradually progressing. It was gratifying to witness his engagement with the various tools employed in the instrumental enrichment program. His cognitive abilities to analyze, compare, organize, and superimpose data were truly remarkable. One evening as we were departing the building, he approached us and stated, “I will remain after school to complete the sentence writing strategy workbook. I am confident that this will assist me in improving my exam performance.” It was evident that this young man comprehended the advantages of the techniques we utilized in class. On an occasion when we were taking a private bus after a school field trip to Chennai, halfway through the journey, the bus encountered a flat tire in a remote and hilly area. The driver and the other highly qualified passengers struggled to retrieve the spare tire from its case. My dear NM observed the challenging situation and proposed a plan that directed them to examine the orientation of the screws and adjust their direction. To everyone’s astonishment, the tire was successfully replaced. He was applauded for his ingenuity. With a beaming smile, he explained the importance of taking time to plan and comprehend directionality. I initially assumed that he was participating in a thinking skills class. Today, this young man has achieved remarkable success as a businessperson, bringing pride to his family and teachers.