Tyrel told his teacher that his father could not miss work to come in for a conference or he would be fired.
Mrs. Moran called Tyrel's home and spoke with the boy's mother. She confirmed that her husband was not able to attend a meeting during the day and stated that she has three young children at home and could not afford to pay someone to watch them while she attends a conference. Tyrel's mom confided that they were being evicted and would be moving to the homeless shelter, so she was not sure if Tyrel would be in school for a few weeks.
1. What considerations along with the family's socioeconomic status, should Mrs. Moran be thinking about in order to help Tyrel, and why are they important?
2. In what ways might Tyrel's family's socioeconomic status and other influences from his home environment affect his academic achievements and cognitive development?
3. In what ways might these influences affect his social development?
4. Design 3 strategies that Mrs. Moran could use to work with Tyrel's parents and explain why you think these will work. What could be the downside of these strategies?
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read the Unit 3 Assignment Case
You are a school psychologist at an elementary school, and Mrs. Moran came to see you today for a consultation, because she is concerned about a student in her class.
Tyrel is a six-year-old African American boy in Mrs. Moran's first- grade class. Mrs. Moran has some concerns about Tyrel's academic achievement and his social interactions. He is having trouble with his reading assignments. In addition to that, he is sometimes withdrawn and at other times he is aggressive, lashing out for no apparent reason.
Mrs. Moran has tried to talk with Tyrel, but he just seems very upset when she asks is what is happening at home. When Mrs. Moran attempted to arrange times for a parent- teacher conference, she asked Tyrel if she had passed the notes along to his parents.