Case 1 – Joey / Framework Questions / Thinking Critically /

Question

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?

Answer 1

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.