Case 1- "Sydney" / Framework Questions / 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 does Allen Sears want? What does Melinda Phelps want?
How is Allen's perception of Sydney different than Melinda's?
How would you teach Sydney about appropriate interactions with the opposite sex?How can teachers maintain appropriate boundaries with students?
This case is a contemplation case, because it presents opposing sides of an issue. Both of the issues have information and opinions that could be considered correct and incorrect.
Emotions play very heavily into both of these arguments. Both teachers appear to feel threatened by the other. They are angry and are having a difficult time understanding the other's point of view, because their emotions are clouding the issues.
Yes. The information is consistent with professional literature. Many students, with cognitive delays, need appropriate social skills and sexuality education. This is important to help them maintain appropriate relationships. Mrs. Phelps is correct, in that students with disabilities are more likely to be sexually abused than students without disabilities, and they need to be taught appropriate social skills and communication skills so they are better prepared to protect themselves against abuse.
No, this issue presents both perspectives of the case. There is no easy answer suggested.
Allen Sears may be stereotyping Sydney. He is assuming, that because Sydney's cognitive functioning ability is that of a small child, she should be treated as a little girl. She is, in fact, a young woman, and should be treated as such.
Both teachers are exhibiting some dispositions that may cause a barrier to problem solving. They appear to be intolerant of each other's point of view and unable to see the other person's perspective. Although both want what is best for Sydney, they seem to be name calling and labeling each other. Neither is being an effective advocate for Sydney at this time.
Allen wants to maintain his friendship with Sydney Galinski. He wants to make her feel special and accepted at the Middle School. He wants to maintain the status quo. He doesn't want to hurt Sydney's feelings or embarrass her by talking about her behavior
Melinda Phelps wants to teach Sydney about appropriate and inappropriate behavior and interactions with the opposite sex. She wants Allen to stop giving Sydney hugs in the hall and meeting her before class every day. She doesn't want to "baby" Sydney because of her cognitive delay or her health issues.
Allen sees Sydney as a little girl. He views her more like a five-year old than a twelve-year old. He doesn't understand the sexual development of students with cognitive delays. He is unaware that even though her mental ability is like a kindergartener, her physical maturity is like a teenage girl. Because he has known Sydney all of her life, it's more difficult for him to see her as a young woman. Melinda's relationship with Sydney is new and, therefore, she sees her development as in line with a twelve-year old. She has had experience with students with cognitive delays and can see her developing sexual urges. She believes Sydney understands her actions and feels Sydney should be accountable for those actions. Melinda doesn't believe Sydney "doesn't know" what she is doing.
Some students with disabilities don't naturally learn appropriate social behavior. They must be taught. Direct social skills lessons, to foster critical thinking and independent actions, are a necessity. I would use a social skills curriculum that was approved by my administrator and Sydney's parents. I might also use activities including: role-playing, social stories, bibliotherapy, and use of a structured social skills curriculum. Because students with disabilities have difficulty transferring or applying learning, they must practice new social skills in supported environments. Adults must also model appropriate interactions.
It is important for teachers to remember that students are not our friends, no matter how much we like them. At the same time, teachers need to be warm and nurturing. Students should feel comfortable talking with teachers, but we want to make sure that we don't engage in inappropriate conversations. Teachers should refrain from having social conversations that discuss sexuality or sensitive topics. It is, however, appropriate to teach issues of sexuality using the district's approved curriculum. But there is a time and place for that. Teachers should try to make physical contact with students in appropriate ways, like a "high five" instead of a hug. This is especially important when the student is older.
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