Muhammad Aziz Case Study

Muhammad Aziz is 7 years old. He is in Primary Two this year. His mother married when she was a teenager and did not complete secondary school education. His father physically abused him, his twin sister and his mother when he was younger. Aziz’s father was sentenced to prison and his parents are currently divorced. Aziz’s mother married again last year and Aziz now has a younger brother. Aziz and his twin sister who is also in Primary Two are receiving financial assistance from MOE. Both are well-fed and Aziz’s mother is now working two jobs. Aziz’s stepfather is currently unemployed. As Aziz’s mother is working two jobs, this gives her very little time to spend with him. The relationship between Aziz and his stepfather is unknown. Aziz and his siblings used to be looked after by his grandmother when he was in kindergarten and in Primary One. This year, Aziz’s sister and Aziz go to a before after child care centre in the morning before attending school in the afternoon. The language spoken at home is Malay.
Aziz attended kindergarten in which the medium of instruction is English. He understands spoken English and is able to speak in the language. He is only able to read a few sight words such as ‘he’, ‘she’, ‘a’ and ‘the’ and attempts to decode words using phonics. His sound discrimination is poor and he does not
Aziz’s first microsystem would include his parents and his twin sister. If Aziz’s biological father had shown Aziz the necessary love and care, his educational outcomes may have been better and he may be better equipped with the skills necessary to succeed in school (Pruett, K. 2000). His mother and stepfather do not seem to engage Aziz in activities that foster his intellectual