The Case of Katlego
You, as a member of the school-based support team (SBST), peruse a class teacher's observation notes on a learner. The learner, Katlego, has to repeat Grade 1. He is an only child, and both his parents are successful professionals. When Katlego's teacher raised concerns about his lack of progress, his parents appointed an au pair to assist with his care and homework. However, the teacher is still concerned and discusses her observations with you. She wrote the following:
- He is well-groomed.
- His drawings are exceptional.
- Sudden disturbed muscular control/awkwardness/clumsiness and a lack of coordination, which do not correlate with his usual actions. He stumbles or bumps into things or drops them.
- He sometimes inexplicably feels strange in an environment that should be familiar to him; for example, he cannot open a door that he is usually able to open (he turns the handle the wrong way).
- Associated movements, e.g., if he is busy drawing, his tongue makes strange accompanying movements as well. Or if one hand is moving, the other hand also makes the same movements.
- Achievements fluctuate – especially an inconsistent memory. What he knows one day, he forgets the next, and the day after he suddenly remembers again.
- Signs of confusion without any reasonable cause. He suddenly appears disoriented; it looks as if the familiar environment of the class is strange to him.
- Sometimes he stops writing. After a while, when he continues, his handwriting is very untidy.
- He often does not finish assignments.
- He daydreams and fails to concentrate.
- He is a loner and often fights with other children.
- Sometimes simply "difficult" behavior.
- He cannot read sight words and still sounds the words.
Question 1
Taking the case of Katlego as described above into account, hypothesize (speculate or brainstorm) about possible risk factors (as briefly discussed in 3.2, LU 3) that may cause or contribute to Katlego's lack of progress and challenging behavior in Grade 1. (20)
Structure your answer as follows for each of at least four (4) hypotheses:
- State the hypothesis.
- Provide the reason(s) for your argumentation.
- Suggest a possible way forward.
- Indicate whether you accept or reject the hypothesis.