Case Study Scenario

No, he does not. The teacher has grounds to inform immediately to the school officials about the situation that he has observed. In this scope, the teacher’s information constitutes a reasonable suspicion, which is reliable by school officials.

However, handling and disciplining a special child have no difference in setting up rules and discipline. Considering their culture, and understanding student’s individuality, they are also individual who needs respect and more guidance to make their behaviour acceptable in society. Though they also learn in different ways and in different rate, still it is important to employ various strategies for helping a special child learn how to appropriately behave in the classroom. Such as positioning myself near my student, catching her eye, or gently touching her shoulder is my way of bringing her back to focus and I found out that those are effective strategy, a subtle reminder that I’m aware of her actions. Verbally reminding the student how to act appropriately or inviting him/her to make an appropriate choice is

In this case the teacher should inform the head teacher about this incident and if may involve the police if necessary.

While in blocks J was observed chewing on a toy, after she was done she threw the toy. The toy almost hit another student, the teacher didn’t see any of J’s behaviors but was told by other students. The teacher told J not nice from across the room

These are all things to look out for. When I see child Y like this i try to distract him first by talking about his chart and how well he is doing and if that does’t work I remove him from the class room and take him to the green room as he has been known to be very aggressive.

Recently, I witnessed a pupil at my setting using inappropriate language during a music lesson, where the class teacher was not present. I took the pupil to one side and bent to their level. I informed the pupil that the language they had used was both inappropriate and unacceptable. I told the pupil that I would be informing the class teacher of the incident and that should it happen again, I would be sending them straight to the head teacher’s office. Another child had overheard the inappropriate language and copied it. I took the same action with the second child, and then separated them, moving one child to the other side of the classroom. After the music lesson, I informed the class teacher of both incidents, who thanked me for my input and said that the pupils would need to be closely monitored for the rest of the day.

All of the children at the daycare were playing, waiting for their parents to arrive and pick them up. The teacher assistant was fairly new, and still getting used to the schedule and rules all the children and staff had to follow. Several of the kids’ parents seemed to come rather late, so the new assistant decided it would be fine for the kids to play with the daycare toys until they were ready leave. The youngest pupil was four, and the oldest had just turned seven, so all the children were undeniably messy and careless during almost all of their lives. The assistant’s excused themselves temporarily, the newbie could definitely handle the remaining children and if not it could help teach and improve her skills.

do not punish him, and let him get away with his misbehavior. His friend Randy states:

His parents say their son was playing, and never threatened to harm anyone at the school, with Riley's mother defending her son by claiming he was actually trying to keep all of them safe from the imaginary bomb:

Imagine going to school one day and finding out that your dad is holding your teacher hostage. That’s exactly what happened to one first-grader after her dad stormed into her elementary school and locked himself in a classroom with a teacher.

The challenge, however, has been consistency in following through with recommendations given to them on how best to supervise Isaiah, specifically, not allowing Isaiah un supervised time on the Internet. Isaiah, when given opportunities to connect with friends online via a computer or cellular phone, spends the majority of this time communicating with peer-aged girls, to gain their trust, gain sympathy from them, and then make a request (offense specific behaviors). Isaiah’s grandmother, despite being made aware of what Isaiah is doing, reports that when he is doing well she wants to believe that he is making an effort to change and gives in to Isaiah’s relentless requests to have access to the Internet. Further, she states that when Isaiah is denied his requests, he becomes unmanageable at home and currently have the grandparents questioning whether or not they can provide the necessary supervision and support that Isaiah needs to be

Nasir stated he like science, because the teacher is nice to him and he understands the class and do very well on the exams. Mom stated, being non-compliant, aggression, making threats running away when he is angry, fighting, anger outburst and being disobedient. Mom stated that if Nasir continues with his aggression and anger outburst in the home she will seek out of home placement for him. Mom stated that Nasir behavior cusses her to feel depress, frustrated and worried all the time. Mom stated at least 4 time a week. Mom stated, being told wat to do, being punished, argument with his siblings, and privileges taken away. Mom stated it can last for half an hour or longer. Mom stated that Nasir has an IEP plan and behavioral plan in place at school. Mom stated that Nasir gets suspended if he fights at school and IIS, if he is disrespectful towards the teachers. Mom stated 9. Mom stated, Nasir’s inappropriate behavior in the home is very often. Mom stated that she has not registered Nasir and his sibling into summer camp because she has no transportation in get them

PER REPORTER: The aunt and uncle have custody of Camel. There are concerns that Camel is not in school. They said he was being home schooled. Camel said he hasn't seen a book or done testing in the past 2 years. Camel graduated middle school when he was 12 or 13 years old. He was a year behind. Once he was taken out of middle school after graduating, the aunt hasn't done anything since she took him out. The aunt said she was home schooling him because he was slow and since he was slow and behind, school wouldn't be able to graduate him. She said it was better for him to be home schooled. A couple of months ago, Camel said the uncle balled his fist at him when he got up in the middle of the night to use the restroom. Camel didn't say he was

On July 14th at 9:50 am, Jayden was working on an activity sheet about penguins. Jayden’s summer project was to gather facts about different penguins. Each child was given an iPad to research information about their topic to answer the questions. Jayden worked in an appropriate manner with his paraprofessional. Once Jayden was finished with his research project, he was allowed to play on the iPad. Jayden and his paraprofessional played air hockey. Jayden cheated most of the time, but the paraprofessional did not make a big deal about the situation. At times, Jayden started to get a little rowdy becoming very disruptive to the class. The paraprofessional reminded Jayden that students are still working. She also explained that the iPad would be removed if he did not lower his voice. Jayden complied and simmered down.

Mykiriea received 1 behavior referrals in the 16-17 school year, all for breaking the rules. Specifically, she was noted to unacceptable classroom behavior. At times in the classroom, behaviorally she can have issues with other students, usually boys, which involve some type of horse play or an exchange of profanity. For the 15-16 school year Mykiriea has several conferences and redirection concerning appropriate school behavior and peer interaction. Mykiriea's teachers noted some concerns regarding talking and other off-task behaviors. However, they noted that she benefits from being seated away from certain peers and has improved her self-monitoring skills, resulting in more on-task behavior. Mikiriea misses many key instructional teaching