Case 2 - "Duncan" / Framework Questions / Thinking Critically
What makes this an exemplar and 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 should Patricia Cywinski do now? Could she have done anything to prevent this situation from occurring?
After reading the e-mail, what do you think Duncan is most upset about?
Did Griffin Nagel violate issues of confidentiality when he talked to Patricia Cywinski about Duncan's academic performance and home life? Why or why not?
What is dyscalculia?
What does the professional literature say about learning disabilities and social skills?
The issues in this case are complex. The teacher, as well as the employer, made decisions that were both good and bad. The collaboration at the end of the case, and the suggested use of the social worker, were exemplar. However, the fact that the situation wasn't dealt with immediately is a point of contemplation.
Duncan's anger obviously influenced his behavior in this case. He acted out by writing an email to Patricia Cywinski. He appears to be unable to see his own influence on this situation.
The information is consistent with professional literature. It is common for students with disabilities to be placed in vocational settings as a part of their transition plan on their IEP. In many cases, social skills become an issue in these employment settings. This is also true for some, but not all, students with learning disabilities.
No, this case is complex and presents multiple perspectives. Neither the teacher nor the employer appear to assume that social skill training will automatically make Duncan's social behavior appropriate.
It is possible that both Griffin Nagel and Patricia Cywinski stereotyped Duncan by assuming he would have fewer problems in the work situation than a student with more significant needs. Often, people believe that learning disabilities are mild, and therefore, the student needs less support. If Duncan were given more support early on, this situation might have been avoided. On the other hand, if one were to believe that all students with learning disabilities were socially deficient, that would be a stereotype. There are many students with learning disabilities that are very socially adept.
Griffin Nagel demonstrates positive dispositions by listening as Patricia Cywinski describes the situation. He acknowledged her feelings by saying, "I can hear the frustration in your voice", at one point in their conversation. He was also very straight forward with Patricia, pointing out what she had done well but telling her that she should have consulted him earlier when she recognized there might be a problem. Additionally, Griffin seems very reflective and suggests collaborating with the social worker to help Duncan. However, Griffin may have been wrong in assuming that Duncan would automatically do well based on his intellectual ability. Griffin may have made this assumption based on the disability category and not on personal interactions with the student. It is never good to base beliefs about a person on a label.
Patricia Cywinski probably could have prevented the situation from becoming this extreme by speaking with Griffin Nagel every time an inappropriate incidence occurred. Then, the two of them could have discussed each incidence with Duncan directly. Just as students need immediate correction for a math or reading error, they need immediate corrective feedback for social errors also. If Patricia and Griffin had taken the opportunity to discuss each social error, and then taught Duncan appropriate social skills, these problems may have decreased or been eliminated. Instead the problems only escalated.
He seems mostly upset that Patricia didn't talk to him at the time he did something wrong. He feels she went to his teacher behind his back in an attempt to get him "in trouble in school".
Teachers have the right to share information with other teachers and those who work directly with students. The information shared needs to be directly related to the class, issue, or situation. In this case, it's a judgment call on whether Griffin Nagel overstepped the bounds of confidentiality when he shared information about Duncan's home life with Patricia Cywinski. All teachers need to be respectful and use good judgment when speaking about students with special needs. Parents and students with disabilities are assured the right of confidentiality under IDEA.
Dyscalculia is a term referring to a wide range of life-long learning disabilities involving math. There is no single form of math disability and difficulties vary from person to person. Dyscalculia may manifest itself in the inability to:
- understand concepts of place value, quantity, number lines, positive and negative value, carrying and borrowing
- understand and do word problems
- sequence information or events
- use steps involved in math operations
- understand fractions
- make change and handle money
- recognize patterns when adding, subtracting, multiplying, or dividing
- understand concepts related to time such as days, weeks, months, seasons, quarters, etc.
- organize problems on the page, keep numbers lined up, and follow through on long division problems
Many, however certainly not all, students with learning disabilities have difficulty with social skills. This is often referred to as a social learning disability. Just as students with learning disabilities have difficulty perceiving or understanding printed text or sounds, they may have difficulty reading social situations. They are often unable to read facial gestures, body language, or vocal utterances that communicate the feelings of others. For example, the student with a social learning disability may tell a joke, and after the joke, others might laugh weakly. The student with the learning disability may assume the laughter means the joke was well received, when in fact, the others laughed because they were embarrassed, offended, or were making fun of the student with the learning disability. Teaching students appropriate social skills, such as how to gain attention properly, make friends, joke, wait in line, take turns, etc., can greatly benefit the student with a social learning disability.
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What will be an ideal response?
The strategic plan should be carefully developed to ensure there is no conflict with school district policies or regulations
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