Classroom Scenarios
Diana is a 10-year-old in the second grade. She was retained once; however,
she did not begin attending school until she was 7 when she arrived in the United
States from Afghanistan. She is very bright and seems to catch on to new
information quickly. However, Diana does not like being in school; she seems
uncomfortable because she is the oldest in her class and lacks motivation. Mr.
Oliver, Diana's general education teacher, arranged a parent-teacher conference
to discuss Diana's progress in his classroom. He noticed that at the beginning of
the year, Diana was focused during class instruction and her grades reflected her
on-task behavior. However, during the past several weeks, Diana has often
attempted to sleep during class instruction and has failed to complete numerous
homework assignments. When Mr. Oliver talked with Diana after class, she told
him, "I just don't want to be here."
What are some of the problems that contribute to the poor school performance of
youngsters that could be the source(s) of Diana's problems?
Can individual instruction benefit Diana? What arrangements would you make as
a teacher to accommodate her needs?
Discuss activities that can be used to foster cooperation between Mr. Oliver and
Diana's parents.
Joao is a 13-year-old seventh-grader who recently arrived in the United States
from Brazil. He speaks little English and finds that school in the United States is
very different from school in his native country. Joao's teacher wants to learn
more about her student in order to help him because she knows that some
students have a difficult time adapting and succeeding in the school environment
due to language and cultural differences between school and home. She also
notices that he does not come prepared to class, does not make up assignments
he misses when he is absent, refuses to take notes during lectures, and uses
class time to socialize with his new friends. Ms. Smith wants to help Joao
succeed because she sees tremendous potential in her student.
In what ways can Ms. Smith adapt her instruction to accommodate the needs of
her new student?
How can Ms. Smith motivate Joao to learn and apply himself in her class?
How can Ms. Smith involve Joao's parents in helping to make Joao more
successful in the school environment?
The school psychologist recently diagnosed Jessie, a fourth-grader, with a
reading disability. Jessie's achievement test results include the following:
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Kaufman Test of Educational Achievement: Reading Standard Score—80
Kaufman Test of Educational Achievement: Math Standard Score—105
Curriculum-based measurement: Reads second-grade level passage with
93 correct words per minute with 4 errors and 70 percent comprehension
Curriculum-based measurement: Reads third-grade level passage with 60
correct words per minute with 8 errors and 50 percent comprehension
Ms. Kolb is assigned as Jessie's resource room teacher for five hours per week.
She must write an individualized educational program for Jessie. Create an IEP
for Jessie. Make sure to include:
a. who should be present in the meeting.
b. one annual goal.
c. possible short term objectives for Jessie, for each of the three grading
periods left in the year.
Carlos is a native Peruvian whose academic achievement was below expected
levels. Finally, this year Carlos was evaluated and diagnosed as having a
learning disability. Carlos' parents are not aware of their rights and the basic
principles of IDEA that ensure these rights because special services were not
part of the educational system in their country. Additionally, they do not speak
English.
List and discuss the basic principles of the law.
How would you guide Carlos' parents to receive the full benefits of the law for
their son?
The prominent values in U.S. schools may be different from the prominent values
of culturally diverse groups. Consider Carlos' background and discuss where
cultural differences may play a role.
List and discuss some of the primary cognitive, affective, and behavioral
characteristics common to most students with learning problems.
Describe the legally mandated components of an IEP.
Tell how federal confidentiality laws affect the special education teacher.