Complex Needs Case Study: Supporting Individuals with Autism

Running Head: COMPLEX NEEDS CASE STUDY
COMPLEX NEEDS CASE STUDY
Name of Student
Institution Affiliation

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COMPLEX NEEDS CASE STUDY
Introduction
This report aims to discuss individuals with complex support needs on a person living
with autism. The case study will focus on a client called Jack (not his real name). Jack was born
with autism, a mental condition, which was present from his early childhood. This condition
characterises great difficulty in communicating and forming relationships with others as well as
in using language and abstract concepts. The study will evaluate the complex support needs of
the client living with complex conditions. The report will then focus on the development goals
needed for complex needs clients as well as what individuals should consider when handling
individuals with complex needs.
Background Information
Jack is a nineteen-year-old ninth-grade young man. Jack is, fundamentally, a very jovial
and delightful person. He maintains a tremendous ability to appreciate humor and he is pleasant
when socializing with others. Jack adapted exceptionally well to his first year of higher
education. Jack is a scholar of the resource room, where he attends one lesson on school days. He
visits other classes which incorporate, choir, resource science, reading, gymnastics, mathematics
as well as social studies. Though his reading lesson provides for learners who have challenges in
the text, it doesn't classify as a form of learning offered to students with exceptional needs; his
resources science lesson, nonetheless, is mainly for students with extraordinary needs. Jack had a
fulltime basis paraprofessional in every part of his school life, a distinct person for preparatory,
middle school and currently in the high education level. The paraprofessional gives Jack's most
assistance, and he is tremendously reliant on him. Jack's family incorporates a father who works
in the military, a mother who is a housewife but practices gardening and a brother who is in the
second year of his university level. Jack enjoys all the support from the entire members of the
family (De Rubeis, He, Goldberg, Poultney, Samocha, Cicek, & Singh, 2014, p.209).
The family members are down to earth on Jack's potentials but even now anticipate for
high performance from him. In return, Jack gives the impression to keep a perfect connection
with the family members. Jack's mother appears the most concerned in his learning, even though
both parents take part in the parent-teacher seminars, Individualized Education meetings (IEP), a

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COMPLEX NEEDS CASE STUDY
document developed for each public school child who needs special education. Jack's brother is
too much concerned with his wellbeing. Jack and his brother attend the church meetings as well
as the youth group meetings and hangout most time at home and their compound together. Jack
loves the company offered by his family members since they are always available for him when
he needs them. Jack aspires to perform in his learning. He is a stickler for perfection and
anticipates completing extraordinarily in his education. Jack speaks little about himself to others
unless when probed. He talks on how great he would like to achieve in life and act as a role
model. Jack has high expectations despite his condition (De Rubeis, 2014, p.214)
Complex Support Needs
Jack is experiencing autism which is developmental disorganisation caused by problems
with social interaction as well as communication and by limited and monotonous behaviour. His
parents realised the conditions' signs in the first two years of his life after birth. The signs
developed gradually after his birth. Jack’s autism is suspected to have occurred from the effect of
hazardous chemicals in the surrounding of her mother during the prenatal period. The parents
believe that the chemicals did much damage to Jack's neuron development. The parents believe
that mercury that exists in the sea fish or the cosmetics entered the mother's body. Research done
proves that mercury interferes with the functioning of the brain then hinders the growth of the
child’s brain (Daniels, & Mandell, 2014, p.583).
Doctors who are concerned with Jack autism regard that vaccines may cause autism since
mercury is a characteristic of vaccines, while it is not scientifically proven. Several clinical
officers claim that if a child was unwell or had a mitochondrial imperfection; vaccination for
infants can be the environmental factor. The other possible suspected factor is that a bacterium
called Helicobacter pylori went to the gut by drinking water that was unhygienic. Unclean water
is capable of causing the critical impacts on the creation of chemicals in the brain. The logic is
that the brain, as well as the immune structure and the gut, connect in a narrowly enclosed way
and they function simultaneously with each other (Kenny, Hattersley, Molins, Buckley, Povey,
& Pellicano, 2016, p.220).