Ocd Case Study

All of the individuals involved in the case expected Keesha to experience success in the biology class. However, the individuals differed in their opinion on how Keesha would be successful in the classroom. First, Ms. Howard and Keesha both shared the expectation that the accommodations outlined in the IEP would be provided in the class. As a result of these services, Keesha would have full access to the academic material without being hindered by her symptoms related to OCD. On the other hand, Mr. Smith acknowledged that Keesha was intelligent, but he thought that Keesha could compensate for anything resulting from her OCD symptoms (Weishaar and Scott, 2006, pg. 71). In reality, most children with OCD have at least average intelligence and experience impairments in the domains of school, home, and social functioning. Furthermore, commonly reported problems among children with OCD are focused on schoolwork and doing homework (Mckay and Storch, 2011, p. 466). Thus, Mr. Smith’s indifferent attitude and refusal to acknowledge the effects of OCD on school is the first major problem of the case. In a similar vein, another issue of the case is the simple fact that the services outlined in the IEP were not administered during the

Smith refused to provide accommodations. While Ms. Howard believed she was acting in the best interest of the student, she failed to contact Keesha’s parents about what had happened in the science classroom. Thus, Keesha’s parents were not given the opportunity to advocate on the behalf of their child (Weishaar and Scott, 2006, p. 72). If they had the opportunity, the parents could have filed a formal complaint or discussed this issue with the special education director of the district (PACER, 2005). Moreover, these events placed an unnecessary negative strain on Keesha’s emotional state (Weishaar and Scott, 2006, p.