Case 28.07 Parents Consent

There is so much to consider when talking about assessments. There are all kinds of different types of assessments. There are assessments that happen on a daily basis in the classroom and then there are the tests that everyone knows about; the state mandated assessments, map test, and some know about DIBLES tests. These are the types of tests that parents, teachers, and administrators debate about. The debate is whether or not these test are doing students any good or harming them. It is good to have data on student and school’s progress, it keeps everyone accountable however, some believe that schools are testing too much. That all this time focused on testing is actually taking away from learning time. Each type of assessment has it’s own set of challenges.

The parents of children or students with disabilities should be provided with the opportunity to be involved in all aspects of the planning stages of special education and services. If the natural parent cannot be contacted, then the court can use contact the district that has an obligation to ensure the individual that is appointed to represent the student in compliance with state and federal law (Minnesota Department of Education, 2012, p. 1).

When assessing a child you must be careful to take into account confidentiality before carrying out an observation you must have parents and the settings permission and not to leave confidential material lying around they must be secured in a locked cabinet. Only talk to authorized personal about

When assessing a child you must be careful to take into account confidentiality before carrying out an observation you must have parents and the settings permission and not to leave confidential material lying around they must be secured in a locked cabinet. Only talk to authorized personal about confidential material. This confidentially can only be broken when a child is at real risk.

On 9-17-17, the unknown male child's grandmother Faye; asked me to look at the child back. The child's left shoulder blade had a scar. The scar appeared to like someone used their two middle fingers and dug into his skin. The child was bleeding and scared. The child's grandfather (unknown) did this allegation. Faye called the child to come to her. The child was afraid to come to the grandmother. Faye stated told the child "I am not going to do anything to you." The child finally came to Faye. The child did not seek medical attention. The child's mother *(Santana) was not at home. It is unknown if Santana knows about this incident. Also, they are rumors going around that the child is being molested. It is unknown by whom. It is unknown if Santana

In my district, in order to ensure the accommodations are being implemented according to IEP deadlines, special education staff frequently monitor our classroom activities, as well as meet with the teachers and request they complete a progress report on each student with an IEP. Our responses will show if we are not applying or interpreting the accommodations correctly or if there are ineffective accommodations. For example, in Joseph’s situation, if one of the accommodations is that teachers are to provide preferred seating in the classroom, but it is not affecting his focus, the team might need to reconvene to modify the IEP accommodation to small group work. Regardless of the reason, having teachers complete a progress report provides documentation that is essential to the IEP process. This fact is supported by Lombardi and Ludlow; “general education teachers are expected to be prepared to modify the scope and sequence of their curriculum when needed” and “when either the teacher or parent feels the program is not meeting the student’s needs, it is important for both parties to have documentation to support their positions” (2004, p. 14-15). Lastly, because the mother felt there was a serious lack of communication between her and the school, a regular report should be given to her, using her preferred form of

The special education teacher is in charge of informing the family on when and where the Individualized Education Program will take place. The family of the student will discuss the necessary content of the individual’s program, how reports will be received to express the child’s progress, and who will be included within the Individualized Education Program team. There will also be considerations in the development of the program, the specific role of the regular education teacher, and the requests of review and revision of the Individualized Education Program. Overall, the family plays a huge role in developing the Individualized Education Program and the parent’s consent must be obtained in order for the IEP to go forward or even be altered.

If the information needs to be passed on to another professional agency, the parent will have to be notified by the school and sign a consent form before the information can be passed on.

The work of Wright and Wright relates that individuals who have children with special needs are well aware of the requirement that they comprehend the laws relating to those special needs in education and the rights of their children. The parents of special needs children know that testing is the primary factor in determining the educational needs and benefits as well as the advancement or alternatively the lack of advancement of their child in the educational endeavor. Wright and Wright note that decisions concerning the child's education is such that must be formulated on the basis of ""¦objective information and facts" rather than reactions and beliefs that are subjective and emotionally based.

Section 2805-d(3) requires that it “be established that a reasonably prudent person would not have undergone the treatment or diagnosis if he had been fully informed,” see Motichka v Cody, 279 AD2d 310, 720 NYS2d 9 (1st Dept 2001). Plaintiff’s testimony as to what he or she would have done if informed is relevant but not determinative; the jury must balance the risks associated with undergoing the treatment against those associated with foregoing it, Dooley v Skodnek, 138 AD2d 102, 529 NYS2d 569 (2d Dept 1988); Zeleznik v Jewish Chronic Disease Hospital, 47 AD2d 199, 366 NYS2d 163 (2d Dept 1975). Expert testimony concerning what a reasonable person would have done is not necessary to maintain a malpractice claim premised upon lack of informed consent, Hugh v Ofodile, 87 AD3d 508, 929 NYS2d 122 (1st Dept 2011); Andersen v Delaney, 269 AD2d 193, 703 NYS2d 714 (1st Dept 2000); Osorio v Brauner, 242 AD2d 511, 662 NYS2d 488 (1st Dept 1997); see James v Greenberg, 57 AD3d 849, 870 NYS2d 100 (2d Dept

Each of these four cases are issues regarding informed consent. Nurses do not consent the patient for procedures. However, they can assure that the patient understands the procedure. They can support and reiterate what the physician is stating. If there is any hesitancy, the nurse needs to document it and relay the information. The nurse is the patient advocate, so as the physician is explaining and describing the procedure, the nurse needs to be present. If the physician is unaware of the level of education, the nurse needs to communicate the level of education to the physician.

Parents and educators will not always agree on what is best for their child. Murdick, Gartin, & Fowler (2014) state, “the parental view of ‘what is good for my child’ may not be consistent with the school district’s view of what is good for all those in the school” (p. 239). Therefore, it is important that parents know and understand they have rights when it comes to the education of their child. As well, there are legal options available when disagreement occurs. These rights and options come in the form of the procedural safeguards outlined in part B of IDEA. Schools are required to provide parents a copy of the procedural safeguards explaining their rights and legal options upon referral of services, when a complaint is filed, when a change of placement decision is being considered, and anytime upon parental request (“Procedural Safeguards Notice,” n.d.).

From the first day a child is born, parents are there to nurture their child, to support them as they grow and develop. There is a lot to learn about raising a child under normal circumstances, but when a child has special needs parents must learn this whole new language of medical and special education terms (Overton, 2005). Parents enter this new world where navigating for the best interest of their child is riddled with challenges and obstacles that they need to somehow overcome. This is especially true when parents are dealing with the special education program in their child’s school.

Thank you for providing the information from the IRB. After looking at varies links, I found the first step is to protect the participants in the study is obtain parental consent (IRB, 2014). I will further into the IRB information about participants. Is there any specific link that would be helpful for the action research project? Does Concordia require the use of IRB services? The fact I was think of when I was typing that phrase was the fact that there are under a thousand people in the village I currently reside.

Against My Parent’s Will is about a girl who gets sick with MS and her life completely changes. She went from a free-spirited, independent, sassy, young woman to now being a shy, low self-esteem girl who tries to please her parent’s. After listening to her parent’s view on her future career, she realizes she isn’t happy as a teacher. She has to decide between pleasing her parents or going against their will, by building up her self-confidence, and going against her friends and family to pursue her dream of becoming a writer.