Case Study 5
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Eastern University *
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537
Subject
Law
Date
Apr 3, 2024
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Pages
2
Uploaded by MagistrateMolePerson4459
Case 5 To Scribe or Not to Scribe, That is the Question
1.
How do you believe that district mandates concerning teacher pay for student
performance on state assessments will impact inclusive practices?
Making student performance on state assessments a factor in teacher raises is a bad idea. It
shows a lack of understanding towards special education and inclusion. It will create tension
between general education teachers and special education teachers.
2.
When do you feel it is appropriate for a student with a disability to have a scribe for
writing? Should this be a “standard” accommodation for students with disabilities? Why
or why not?
It is important to look at what the student has a disability in and where they are the weakest.
Writing independently is an important skill, but if it is the main obstacle keeping students from
accessing the curriculum, then it should be accommodated. As technology advances, there are
more opportunities for speech-to-text applications that can support students with and without
disabilities.
3.
What steps would you take to show Ann that accommodations are “fair” for students with
disabilities so that they may be successful in the general curriculum?
It is important for every educator to understand that all students have different strengths,
weaknesses, interests, and styles of learning. Accommodations and modifications can be used
to help every student be successful in the classroom as they help to bridge any gap they have
with making connections to the content. School is meant to set students up for success in the
real world. The skills and experiences presented by teachers should use the standards as a way
to ensure students become successful members of society. While some students have official
accommodations outlined in their IEPs or 504 documents, all students could benefit from them. I
think the steps that Rita took towards presenting this information to Ann were well thought out.
Allowing her to see them in action gave Ann the opportunity to ask questions and see how they
could benefit not only the special education students, but all of the students in her classroom.
4.
Do you believe that it is appropriate for Ann and Rita to use dynamic grouping in their
language arts block? This type of grouping may lead to students with disabilities
receiving their primary reading and/or writing instruction from Ann instead of Rita. And
students without disabilities may receive their primary instruction from Rita. Is this legal?
I think it is appropriate for Ann and Rita to use dynamic grouping as this is something they both
decided together as the best way to support the students in their class. While I would suggest
using different strategies interchangeably, it is important for all teachers involved in inclusion
teaching to have a say in how a classroom is run. This type of teaching allows for more
check-ins and support as each teacher has a smaller group of students to focus on. As long as
both teachers are certified to teach that subject and age group, there is no issue with either
teacher being the one to present the content.
5.
What is your opinion on how Rita handled the situation of Ann not providing practice in
using a scribe for students with disabilities in her language arts group?
I think Rita did a great job addressing her concerns with Ann. She was professional in setting up
a meeting with her prior to the kids starting, with an agenda that both parties created. I also liked
how she offered to demonstrate the modifications that each of the students have in their IEPs.
This allows Ann to ask questions or discuss different ways to use these modifications so that
she can understand what the students need to be successful in the classroom.
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