Case 1- "Gustavo" / Framework Questions / Thinking Critically
What makes this an exemplar 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 happened to Gus that left him with a disability?
Describe the relationship between Gus and his mother?
What does this case say about "zero reject", and "free appropriate public education"?
Should school districts have to provide these types of intensive services for students with severe/multiple disabilities? Why or why not?
The 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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