Case 1 – "John" / Case Study / 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 accommodations and modifications were made for John in the regular education classroom?
Why do you think some accommodations and modifications were inconsistently carried out in the regular classroom?
For those accommodations and modifications inconsistently carried out, what could the general education teacher have done to be consistent?
What are the consequences for not carrying out the accommodations and modifications?
How could the IEP process have been used to discuss issues of emotional abuse?
What other professionals should be involved and what should they be doing?
There 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.
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