Answer to Question 1There are several issues that make this a contemplation case. First, John was not evaluated for special education until fourth grade, even though he appeared to have a significant history of behaviors indicative of attention deficit hyperactivity disorder (e.g., impulsivity, inability to focus on classroom activities, difficulty making friends). In addition, John's current teachers did not acknowledge the apparent emotional abuse by other children toward John, by saying things like, boys will be boys and they will grow out of it. Mrs. Brooks was afraid of retaliation if she approached the teachers. Last, the teachers did not consistently carry out needed accommodations.
John was clearly distressed and emotionally upset by the behavior of other children towards him in and out of school. His mother appeared to advocate for him, but also appeared frustrated. The teachers did not seem to have an interest in John's well-being.
The information about John's history, evaluation, and label of attention deficit hyperactivity disorder is accurate. The behaviors displayed by John were typical of a child with attention deficit hyperactivity disorder. It is not unusual for a child with this disorder to become socially isolated. In addition, the issues of emotional abuse and bullying are very real for many children, not just those with a disability. In this case, the teachers appeared to be inconsistent and unhelpful, but this is not always the case. There are many examples of caring, sensitive teachers who work well with children who have attention deficit hyperactivity disorder.
Attention deficit hyperactivity disorder is a very complex disorder and John represents a very complex example of a child with the disorder. Although not all children with this disorder will behave in exactly the same manner, John reflects the frustration felt by the child and parent. John's teachers appeared to oversimplify his disability by disregarding needed accommodations and by disregarding the emotional abuse issues.
John appeared to be stereotyped by some of his teachers. Some teachers did not believe that attention deficit hyperactivity disorder was a real disability and others disregarded the bullying and emotional abuse by other children.
This case illustrates that teacher dispositions clearly were a barrier to John's success. The teachers were not advocating for John. They disregarded the parent's input on verbal harassment of John and inconsistently carried out needed accommodations within the classroom. One teacher questioned the validity of John's disability. It appeared that Mrs. Brooks, John's mother, was the only adult truly advocating for John.
Accommodations and modifications included notes provided before lectures and preferential seating. In addition, John's special education teacher assisted him with organizational skills.
There were three reasons stated: lack of time (to provide notes in advance), forgetfulness, and reluctance to carry out accommodations (to provide preferential seating).
- The general education teacher could have written lecture notes one week in advance. The special education teacher could also have requested notes from the general education teacher in advance.
- To address preferential seating, the teachers could have assigned seats in each class during the first week of school, placing John in the front row. They also could have talked with the special education teacher about why John needed this accommodation and exactly how his disability impacted his classroom work.
Accommodations and modifications are written as part of John's IEP. The IEP is a legal document committing specific services to the child with a disability and proves that the child is receiving a free appropriate public education (FAPE). If accommodations and modifications are inconsistently carried out, John's IEP is not being followed and he may not be receiving FAPE. John's parents could challenge his IEP by requesting an impartial due process hearing. It is possible that a hearing officer could rule that John is not receiving FAPE and order the school district to follow John's IEP. If the parents prevail in a due process hearing, they could also request reimbursement of attorney's fees and compensatory education.
Individuals with Disabilities Education Improvement Act of 2004 states that if the child with a disability's behavior impedes his learning or the learning of others, the IEP team must consider positive behavior strategies and supports to address the behavior. Therefore, one of John's teachers (or his parent) could have requested an IEP meeting to discuss how John's behavior (i.e., his reaction to being emotionally abused) affected his learning. If there were concerns about this issue, the IEP team should have discussed positive behavioral interventions for John and included those in his IEP.
The teachers should become more actively involved with John, observing and taking action if and when children taunt others. The teachers could also create a climate of acceptance and tolerance of diversity in the classroom. Teachers could also become involved in direct teaching of social skills (i.e., conflict resolution). A school social worker could also become involved with John and other students who were involved in the bullying. All professionals should create and maintain good communication with the parent.
Answer to Question 2The teachers in this case went out of their way to support both the student and his family. They were respectful of the parent's feelings and offered appropriate services without the family initially requesting services. They appear proactive, concerned about the student's well being, and willing to work with the family.
This mother is definitely going through a grieving process. First, she lost her husband, and now she is grieving for her son's lost abilities. The teachers seem to empathize with Andrea. They were also careful not to discourage Andrea's hope that Gustavo might get better.
The information is very accurate. Gustavo's symptoms and characteristics are in line with the professional research on traumatic brain injury. The treatment, in the hospital, and the proposed treatment in the school, is commonly seen in many such settings.
No, the issues were not oversimplified. The teachers didn't present the school as a place to fix all of Gustavo's problems. They were realistic that the disability might not improve.
No, the teachers did not appear to treat Gustavo as if he was non-existent because of his disability. They were not making assumptions about his abilities or potential for improvement before they worked with him.
Many of the teacher behaviors exhibited in this case would facilitate collaboration between the school and the family. The fact that the teachers approached Andrea prior to Gustavo leaving the hospital shows positive teacher dispositions. They exhibited positive communication skills by both listening and speaking. They were knowledgeable and compassionate.
He tried to pry up an electrical box at the bottom of a fountain with a screwdriver, as a prank. He was electrocuted and almost drowned. He sustained brain damage from lack of oxygen.
They seem more like friends. She doesn't seem to set limits for him. She appears to depend on him for financial help. She also seems to excuse his dangerous behavior, like drug use.
Zero reject fits into this case, because school districts cannot deny services to students regardless of the nature or severity of the disability. Even students wearing diapers, using catheters, and requiring tube feedings have a right to attend school. They must also be given appropriate education, which might mean therapy, (physical, vision, and music), along with appropriate academic instruction. All of these services, including transportation, are provided at no charge to the parents.
Yes, school districts have an obligation to provide appropriate services to students regardless of the severity of their disability. In many cases, this might include medical services such as catheterization or tube feeding. Without these types of related services, students would be unable to attend school and be denied the opportunity of improving their quality of life or life outcomes.
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