Artifact 1: Case Study- Student With Home Problem

Document Type : Original Article

Abstract

This case study is a real experience at school in my country Saudi Arabia. It will tell you about the cultural background about gender, law, a system of education and the role of the teacher in the classroom. The girl Yara was an excellent student, but the conflict between her parents and their divorce reflected in her school work. In my country Saudi Arabia, leach family has a cultural secret or personality they do not reveal. Sometimes a teacher may try to discover why a child has a learning disability, but more often than not, it is a closely guarded secret. Moreover, in Saudi Arabia if there is a divorce the children stay with a woman if they young but if they are around 15 years old a boy may choose if he wants to stay with his mother or father but if the child is a girl, she is usually compelled to stay with her father. It is however a personal decision. But in this case, Yara stays with her father and her father is rather indifferent about her and she stays with her stepmother. Her stepmother does not take care of her She does not check her about homework or clean clothes or wearing warm clothes in the winter. This case study is a real situation I from a school in Saudi Arabia. The main point of this case study is to highlight the need for teachers to spot the reason a sudden change in performance at school and make attempts to try to solve the problem. Also parents must try their best to keep their children feel secure and cared for and be wary of any adverse effects due to family strife.

Keywords


References :      
 
Allison, B., & Rehm, M. (2007). Effective Teaching Strategies for Middle School Learners in Multicultural, Multilingual Classrooms. Middle School Journal, 39(2), 12-18.
Atwater, M., Freeman, T., Butler, M., & Draper-Morris, J. (2010). A Case Study of Science Teacher Candidates' Understandings and Actions Related to the Culturally Responsive Teaching of "Other" Students. International Journal of Environmental and Science Education, 5(3), 287-318.
Auerbach, S. (2009). Walking the Walk: Portraits in Leadership for Family Engagement in Urban Schools.School Community Journal, 19(1), 9-32.
Ford, D. (2005). Welcome All Students to Room 202: Creating Culturally Responsive Classrooms. Gifted Child Today, 28(4), 28-30,
Joshi, A., Eberly, J., & Konzal, J. (2005). Dialogue across Cultures: Teachers' Perceptions about Communication with Diverse Families. Multicultural Education, 13(2), 11-15. Retrieved from ERIC database.
Ryan, A. (2006). The role of social foundations in preparing teachers for culturally relevant practice.Multicultural Education, 13(3), 10-13.
Smith, E. (2009). Approaches to Multicultural Education in Preservice Teacher Education: Philosophical Frameworks and Models for Teaching. Multicultural Education, 16(3), 45-50.
Zalaquett, C., Foley, P., Tillotson, K., Dinsmore, J., & Hof, D. (2008). Multicultural and Social Justice Training for Counselor Education Programs and Colleges of Education: Rewards and Challenges. Journal of Counseling & Development, 86(3), 323-329.