Chapter 12 Case Study

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Anthropology

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Dec 6, 2023

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Chapter 12 Case Study 1. Due to the nature of the nomadic model, the special education teacher will only visit the kid with disabilities on a limited basis. The issue in this case is that the itinerant teacher should create an IEP that specifies that the special education teacher must make daily visits. This means Pete's special education teacher would spend two hours a day in the classroom with him. The implications of the IDEA's least restrictive environment requirements imply that the student should be placed in the most helpful and useful environment for them. Even if the school lacks all of the specific criteria to meet Pete's IEP, they must do their utmost to adapt and support him in order for him to be successful in any classroom he is assigned to. 2. Ms. Cunningham, as a general education teacher, is responsible for meeting the needs of a student with disabilities. She is in charge of including every student in her class. She must ensure that she treats all of her students fairly and equally. She must also hold all of her students to the same standards and assist those who fall behind. She must create provisions for students who are not as successful as others. She must ensure that she meets all of the standards outlined in her IEP. 3. At the conclusion of the case, Louise is determined to be more cautious in the future when placing her students with general education teachers. Before assigning kids to general education teachers, I feel that much care and consideration should be given. Some teachers may do a good job of accommodating pupils with IEPs, while others may struggle or not care. Teachers that do not accommodate students well will have a detrimental impact on their success and potential. However, I do not believe it breaches the spirit or mandates of IDEA. By law, all general education teachers must accommodate the requirements of kids with IEPs. As a result, someone should not have to choose between one teacher is better than the other. 4. Many factors influence successful collaboration between special and general educators. There could have been a variety of variables that aided Ms. Cunningham and Louise Gateway's contact. One option would have been to schedule a meeting outside of class time to sit down and work out their differences. Both teachers would be allowed to discuss what they thought of the situation and how they thought it could be improved. Ms. Cunningham may also have been more consistent and scheduled ahead of time so that Louise was more prepared with Pete's stuff. Ms. Cunningham was unkind to Louise. 5. Peer tutoring was part of Louise and Ms. Cunningham's plan for accommodating Pete in the regular classroom. I believe they could have adjusted how the peer tutoring was set up to be more successful overall. They may have sat and listened the first couple of times to ensure that the student tutoring Pete was doing a decent job and covering everything that was required. They may also have used more than one student to assist tutor Pete. This would have allowed the teachers to determine who truly connected with Pete and was most helpful to him.

6. This case is, of course, told from Louise's point of view. To some extent, I believe Louise is to responsible for the miscommunication between her and Ms. Cunningham. Perhaps Louise wasn't communicating as well with Ms. Cunningham as she thought. As I previously indicated, they should have met outside of class to truly debate things and make their points clear. Also, Louise may not have been very clear in communicating her expectations and what she considered important to Ms. Cunningham. Ms. Cunningham may defend herself by claiming that she had a large number of students to work with. Also, she could claim that she was doing her best to accommodate Pete in her classroom and that she didn't see anything wrong with the way she was handling the problem because Louise never showed her disappointments or irritation. Overall, improved communication between the two professors was required. 7. I believe Ms. Cunningham had enough information about Pete's visual abilities to determine how much of his education she should be in charge of. I believe she was afraid and did not want to accept responsibility for Pete. I don't think she was happy being in charge of training him. As a result, she never consoled Pete about her issues with him.She would only discuss her problems with Pete with Louise. I believe that if she had paid more attention to Pete and given her all, there would have been no problems. All she had to do was make an effort. 8. Pete's parents were not mentioned in this case. This information could have been useful in selecting what to do on his behalf because it would have provided him with more knowledge about his position and how it is handled at home. They would have a better notion of how to correspond the same support and communication at school if they knew more about his aid at home and how his family communicates with him.Also, if his parents were more involved, the professors might have spoken more with them to ensure that he completed all of his tasks and that he knew exactly which assignments he was required to complete. Overall, knowing more about Pete's parents' engagement would have given the teachers a better understanding of how to help Pete be as successful as possible.

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