Case Study of Billy

The issues in this case study involve Melinda Smith, a veteran special education teacher, Derrick Yate, a student with behavioral disorder, Greg, the school principal, Barba Cole, the school social worker, Mrs. Yates, Derrick’s mom and Mr. Douglas, a general education teacher. Besides being a student with behavioral disorder, Derrick was low achieving and had developed a notorious reputation around school. According to Karen, one of the fifth-grade teachers, “Derrick has terrorized everyone”. Despites all the putdowns on Derrick, Mrs. Smith decides to take on the challenge to straighten his behavior.

Billy is innocent in a sense that he has done no wrong which leads to his blind and naïve view of evil. The Dankster tries to warn Billy that ‘nobody’s friend is Jimmy-Legs’ and by saying ‘he is down on you’ but he does not see Claggart to be a threat of any sort. Billy’s innocence and devotion to good do not let him see the evil in Claggart whom is trying to destroy him but eventually conflict resulting in the murder of Claggart from a blow by Billy.

To the casual eye, Billy looks like the typical bad boy. A boy that ran away from home, showing his rebellious tendencies. A boy that would most certainly be a bad influence over anyone. However, as we take a closer look into Billy's true personality,

Assignment 1: Describe how a learning support practitioner may contribute to the planning, delivery and review of learning. What learning support strategies have you used or could you use to meet the needs of your learners?

Review each scenario below, and choose one to complete for your assignment. Each scenario contains specific questions that will ask you to provide examples, explain your suggestions for improvement, and refer to the lesson. Be sure to respond to each question in complete sentences.

Describe any teaching strategies you have planned for students who have identified educational needs (e.g., English learners, GATE students, students with IEPs). Explain how these features of your learning and assessment tasks will provide students access to the curriculum and allow them to demonstrate their learning. (TPEs 9. 12)

Consistent with classroom performance, testing indicates that Tyler is currently performing below grade level in reading and math. In the classroom setting, he shows difficulty processing information. Tyler’s teacher observes that he has trouble understanding concepts and learns at a slower rate. His performance is noted to improve when he is placed in a small group

g. Teaching procedures: Provide a detailed description of the teaching procedures, including teacher input and modeling, guided practice, independent practice, and closure. This section must include strategies from the text and peer-reviewed articles related to effective strategies for teaching students with disabilities. You must cite your sources to demonstrate your knowledge of effective strategies.

The multidisciplinary team has suggested that since Roger has an unfamiliar environment, he may not be adapting very well. An Individualized Education Program (IEP) was prepared. Topic areas to discuss included communication, socialization, cognitive and academics. The completed IEP stated that the strategy used would include ABA techniques and the pivotal response teaching method to improve social communications and continued placement in general education. Additional factors of the IEP included the assurance of a structured and routine environment, and Roger’s desk would be moved away from the air conditioner. In school, support would involve Roger going to the counselor’s office as a home base to avoid the noisy lunch and recess environment. Additional support would include family educational sessions with the counselor (Taylor, Smiley, & Richards,

1. Context/ Introduction: For my third observation, on Monday October 17th, I returned back to the Kean University Child Care Center. Just like my second observation I came for my observation for the hour of 10:30-11:30 am. This time in the classroom there was four teacher aides and the teacher Ms. Kierah. When I walked into the classroom I was surprised when one of the teacher aides told me that Ethan has a lot of energy in class that day. She explained that Ethan had a lot of energy that his listening skills were a little off as well. Once she was done explaining this I was anxious to see this for myself. I saw Ethan was playing at the middle table with one other boy Steve. Quietly, I sat at the table to the right of the middle table and began my notes.

Case analysis and discussions: Text cases will be assigned and examined. PowerPoint presentations provide an outline of chapter readings. Students may download copies of the PowerPoint presentations from the Blackboard course web site.

3. Did case study example assist the learning environment? Give details why or why not. I think it help. Because any chance i get to do hands on learning always serems to better help me understand, verse read a powerpoint slide.

When Mrs. L began to share on Richards behavior when he attend the learning center with her she expressed that his distractions are limited. When he is at the learning center he has less students to become distracted from and he is able to stay focus on assignments. Currently, Richard works with a small group of students that are at close to his learning level. Mrs. L. expressed how it is more easy for Richard to work in a small group, because he is able to keep up with the learning material and use the students as reference to

Batting average was the norm adopted by the other baseball teams. Although training for Oakland was focused on the players ability to obtain on base scoring, the team relied more on selecting player by their on-base percentages. According to sabermetrics model, teams always win with players having

The classroom follows a partial day inclusion program. Ms. Welsh’s classroom on the second floor of Village School is considered their base area. The student’s belongings are all kept in the classroom upstairs and they spend the majority of their time there throughout the day. All students are taught by both teachers for math, science, and social studies. For reading and writing, Ms. Wilush teaches three students in a pull-out resource room on the first floor of the building. When it is time for students to review those lessons, the three students make their way down to Ms. Wilush’s classroom with the folders and other materials they may need. Once reading and writing periods are completed, the students either return to Ms. Welsh’s classroom or go to an alternate room for specials such as art or music. Ms. Wilush and Ms. Welsh’s relationship can be described as both friendly and professional. Ms. Welsh is currently going to graduate school for special education, so she is learning a lot from Ms. Wilush’s work. At the same time, Ms. Wilush is taking the opportunity to learn from such an experienced teacher as Ms. Welsh who has taught for ten years. They believe that the best way to work efficiently and achieve the most success for each student is