Review the “Case Study: Stephen.”
In an essay of 1,000-1,250 words, address the following:
Detail the next steps to take regarding stakeholders that need to be involved in reviewing Stephen’s current LRE placement. Provide who specifically will be involved and describe their legal responsibility in the special education process.
- Rationalize how your foundational knowledge of the special education process and issues within the case study led you to decide upon these next steps.
- Identify and describe the ethical dilemma in providing Stephen an education that allows him to flourish, based on his case study. Discuss why moving LRE placements is not an option at this time due to the standard special education process.
- Discuss how quality data and the lack of additional support in the classroom both play a factor in this decision.
- Cite the “CEC Ethical Principles and Professional Practice Standards.”
- Discuss how additional support in the classroom should be considered before a LRE placement is changed.
- Discuss the possible involvement of paraeducators, tutors, volunteers, or related service providers. If paraeducators, tutors, or volunteers were brought into the classroom to assist Stephen, what guidance and direction would you provide to those stakeholders?
- Discuss the legal, ethical, and quality requirements related to the management of confidential student information when working with paraeducators, tutors, or volunteers.
Support your findings citing the “CEC Ethical Principles and Professional Practice Standards” and an additional 3-5 scholarly resource.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Case Study: Stephen
Stephen is a seven-year-old boy with autism who receives most of his education in
an inclusive first grade classroom.
He speaks in one-and two-word utterances and can say
“book,” “food,” “more,” “hi,” and “drink.” However, his main
mode of communication is a picture-exchange system.
Although Stephen has demonstrated that he really
enjoys group activities, he has lately begun biting
his fellow students.
In addition, he has begun pinching his teacher during
one-on-one instruction. After he engages in one of these behaviors, he yells, “It hurts!” and starts laughing.
A behavior analyst has conducted a structured interview as part
of a functional behavior assessment for Stephen. The teacher and parents’ responses indicate that the function of Stephen’s aggressive behaviors is to seek
Keeping this information in mind, the analyst needs to directly
assess Stephen’s behavior. Stephen’s general education teacher, Ms. Gonzales,
has recorded data regarding the frequency of his behaviors, but with inconsistency as she is the only adult in the classroom. The special education teacher, Mr. Kuchar, has not been able to spend much time in the inclusion classroom to support Stephen and Ms. Gonzales and to observe Stephen’s behavior. Ms.Gonzales has requested
a meeting with the Child Study Team to discuss the
possibility of changing Stephen’s placement. Ms. Gonzales frequently communicates with Stephen’s parents and has mentioned a possible placement change to them. Stephen’s parents do not want him to be pulled out
of the inclusion classroom even though other students are being hurt.
Currently, there are five other students in the inclusion classroom who receive special education services for behavior issues. Stephen’s behaviors are the most severe. Ms. Gonzales does not feel she can effectively meet Stephen’s needs
with regards to his behaviors and keep the other students from being hurt.
Mr. Kuchar agrees that Stephen needs to be placed in a different classroom to better fit his needs; however, he has realized that there is inconsistent data collected thus far to support this need. The school principal also agrees with the suggestion of a placement change and has asked Mr. Kuchar to set up a meeting to discuss this with Stephen’s parents.