Author Question: Case 2 Tyvon / Framework Questions / Thinking Critically What makes this a contemplation case? ... (Read 22 times)

Melani1276 · **on:** Jul 31, 2018

Case 2 Tyvon / Framework Questions / Thinking Critically

What makes this a contemplation case?
How do emotions influence behaviors in the main characters?
How is factual information consistent with professional literature?
Are issues oversimplified? How?
Are people stereotyped? How?
Discuss teacher dispositions that facilitate or could become a barrier to working with the student discussed in the case (i.e., self-reflection, tolerance for others, collaboration, multiple perspectives, sound ethical judgment, motivation to work with students with a variety of needs, capacity for advocacy)
What is least restrictive environment and how does it apply to this case?
What is spastic diaplegic cerebral palsy and moderate mental retardation?
List the reasons Mr. and Mrs. Jones wanted Tyvon to attend James Rogers High School.
Why did Mr. and Mrs. Jones request that Regina Martin attend the IEP?
Did Regina Martin's view change during the case?

Question 2

Case 1 Joey / Framework Questions / Thinking Critically /

What makes this a contemplation case?
How do emotions influence behaviors in the main characters?
How is factual information consistent with professional literature?
Are issues oversimplified? How?
Are people stereotyped? How?
Discuss teacher dispositions that facilitate or could become a barrier to working with the student discussed in the case (i.e., self-reflection, tolerance for others, collaboration, multiple perspectives, sound ethical judgment, motivation to work with students with a variety of needs, capacity for advocacy).
What could have happened at Joey's 8^th grade annual review that might have prevented the problems described?
How could the math teacher and teacher of the visually impaired have collaborated?
During one lesson, Mr. Rodriguez worked on the chalkboard and verbally described what he was doing by saying things like, you write that number here and write that answer here. Why was this difficulty for Joey?
What other professionals should be involved and what should they be doing?

marict · **Reply #1 on:** Jul 31, 2018

Answer to Question 1

There are no clear cut answers in this case. The rights of the individual student don't seem to be a priority concern in the student's placement. However, physical space and facilities appear to be obstructing placement decisions to some extent.
The parents' anger, frustration, and feelings of being disregarded are easily seen. Their feelings may cloud their judgment and influence their expectations for their son. On the other hand, the districts concern with money may also influence decisions without regarding individual rights.
The information is consistent. Many times, parents and schools will disagree about decisions. IDEA has a set of procedures that range from mediation to a due process hearing, to resolve differences.
The team in this case was oversimplifying the placement decision. They were thinking in terms of what the district would offer and that was accepted as good enough. They failed to recognize the individual circumstances of this particular student.
Yes, in the beginning of the case, Tyvon was definitely stereotyped by Regina. She made comments that he would never even see the inside of a general education history class. Limiting a student's potential, before you've had a chance to meet that person, is definitely stereotyping.
At the beginning of the story, Regina Martin exhibited inappropriate dispositions by using incorrect language. Regina refers to students with cognitive disabilities as mentally retarded kids instead of kids with cognitive disabilities. This is not using People 1^st Language. It shows a lack of respect for the students, by placing their disability category first. As teachers, we must model professional knowledge by always using People 1^st Language. For more information on People 1^st Language, visit http://disabilityisnatural.com/peoplefirstlanguage.htm. Additionally, Regina seemed upset that she was initially asked to attend Tyvon's IEP conference. Regina demonstrates positive dispositions later in the case, when she begins to question the status quo and starts thinking of Tyvon as a student, son, and brother first, instead of a student with limited ability.
The concept of least restrictive environment (LRE) means to the maximum extent possible, students with disabilities should be educated and socialized with typically developing peers. Part of least restrictive environment is attempting to use the home school first, before placing a student outside of the school that they would normally attend if they did not have a disability. In this case, the school district is suggesting a placement that is outside of the student's home school. However, there is some case law that suggests that the home school would not hold up in a legal setting, if the parents decided to pursue legal measures through due process.

Spastic cerebral palsy means that the individual's muscle tone is abnormally high and increases during activity. Muscles and joints are tight or stiff and movement is limited. Individuals with spastic diaplegic cerebral palsy have whole body involvement, but their legs are more severely involved than their arms.

Moderate mental retardation, formerly referred to as trainable, refers to a substantial limitation in functioning. Persons with moderate mental retardation develop at about one-half of the rate of typically developing children. They also have limitation in adaptive behavior such as communication, self-care, home living, social skills, community use, self-direction, health and safety, functional academics, leisure, and work.

All three of his older brothers went to James Madison High School

His twin brother would be attending James Madison High School

Tyvon is a huge James Madison High School football and basketball fan and attends all of the home games.

Tyvon wants to attend James Madison High School with his brother

Regina Martin taught their son, Marcus, in high school history. She taught students about civil rights and discrimination. They felt she would recognize the discrimination in the district's insistence that Tyvon remain at the Junior High School from ninth through twelfth grade. Additionally, IDEA requires that a general education teacher attend the IEP meeting if the child will or MAY participate in general education.

Yes. At first she didn't know why she was asked to attend the IEP. She felt it was a waste of her time. She thought the most appropriate placement for those students was at the Junior High with their teachers. She also used language that is not considered people first language by saying mentally retarded kids instead of kids with cognitive disabilities. By the end of the case she began to question the necessity to separate students with significant disabilities from their peers who were moving to the high school.

Answer to Question 2

At the beginning of the school year, Mr. Rodriguez had a copy of Joey's IEP, but had not been contacted by the teacher of the visually impaired, nor did he have any idea how to teach Joey in his math class. Even after he consulted with Joey's special education teacher, he still did not feel equipped to help Joey. After several weeks, Mr. Rodriquez requested an IEP meeting, which resulted in more special services for Joey and consistent consultation between Mr. Rodriguez and the special education teacher.
Mr. Rodriguez felt completely frustrated and unable to reach Joey. This frustration ultimately led to a request for an IEP meeting.
The facts are consistent with literature. It is becoming quite common for general educators to teach children with visual impairments and for the special education teacher to provide support and assistance. It is also common for general educators to have limited knowledge on how to teach a child who is blind.
Most issues were not oversimplified. However, one might question whether the additional services of an individual aide would result in such dramatic improvement.
The general education teacher is portrayed as someone who has little knowledge of students with significant disabilities. Although this may be consistent with literature, this portrayal could be viewed as a stereotype.
Mr. Rodriguez appeared to be motivated to work with Joey in math and he definitely displayed behavior that advocated for Joey (i.e., the request for an IEP meeting). Collaboration was not apparent at the beginning of the case, as Mr. Rodriguez was not prepared to work with Joey and had not made contact with the special education teacher. Mr. Rodriguez used sound judgment when requesting an IEP meeting to resolve the issue of appropriate services for Joey.
It would have been helpful to invite at least one of Joey's prospective teachers from the junior high school. This teacher could have provided valuable input about the junior high school setting and curriculum. The Individuals with Disabilities Education Improvement Act of 2004 mandates that a general education teacher attend the IEP meeting if the child is or may be placed in the general education classroom. In this case, where a child changed buildings, it would have helpful for the junior high general education teacher to participate for a smoother transition. If it was impossible for the junior high general education teacher to participate, written input should have been given to help in placement considerations.
The first activity that should have occurred was for one of the teachers to make contact with the other teacher and schedule time for consistent and ongoing communication. Many problems and issues could have been discussed through regular communication. In addition, the math teacher could have received ongoing assistance in how to work with a child who is blind.
For a child who is blind, the use of pronouns, e.g., this, these, have little meaning because the child cannot see what is being pointed out. Although it is useful for the teacher to verbalize what is written on the board, the teacher needed to be more precise in what he was describing. Using directional words like right, left, upper left corner, etc. would help the child who is blind.
All of Joey's teachers should have consulted with each other about Joey's program and services. A consultant for the visually impaired might have been helpful in providing inservice on how to teach a child who is blind or who has a visual impairment. In addition, the parents should have been actively involved in communicating with Joey's teachers on a regular basis.