Open Dumping Case

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.

Rachel is a new student at Hamilton high school and tends to talk to her peers during this exercise. She then responds to questions even without waiting for approval from the teacher. Though her answers are always on point, her destructive behavior n is frustrating the teacher as such Mr. Smith reprimands her severally by asking her to go the office. Frustrated, Rachel feels the Miss. Smith is unfairly picking on her.

Whenever she receives an email from any of the teachers she usually replies it and asks questions related to what she could not understand (e.g.: Teacher, what does Rgds mean?) Although she is very motivated, during the lessons she prefers to be nominated for activities. Whenever talking to the teacher, she often asks for feedback and after making a mistake, she tries to say it again until she feels she understood it.

As a Learning Assistant, working in Year 3, I worked closely with a seven year old girl who, for the purpose of this case study, I will call Jane. Jane was a confident and happy girl who, despite not being particularly academically gifted, always participated with class discussions and activities enthusiastically.

Pendo and her family are refugees from Congo, Central Africa. Pendo is currently enrolled in school as a freshman; however, she is really struggling with her classes. The learning style in the United Sates is different from what she was accustomed to in Congo. She is barely finishing assignments and exams that require computer competency, because she is not proficient in computers. She also has a hard time in class, because there are instances where she does not understand what the professors are saying due to her limited proficiency in English. Pendo feels out of place in school, because no one understands or can relate to her struggles. She also feels like she has no support from the teachers or school officials, since they expect her have had some prior knowledge of some of the concepts discussed in

Childhood is the most sensitive period of human development. A well-structured academic enabling environment allows children to flourish, learning 15-20 new words every week all while adapting to and learning specific motor functions of all sorts. The correct environment carries an extremely important role and promotes learning under the proper circumstances, however a poor learning environment with constant conflict and poor role models can actually inhibit or slow the growth of a child. By no means does the perfect learning scenario exist, but psychologist can often identify a scenario where parents and/or guardians foster a variety of developmental issues from a psychological, physical, and mental perspective. The authoritative figure's unique and condescending style of teaching the girl in "Girl" by Jamaica Kincaid, directly leads to harsh social and developmental consequences short term, with diminished long term social and developmental effects including troubled relationships, attachment issues, and a poor understanding of basic social scenarios.

In Liz’s public school career she was given the support of many teachers who had experience working with high needs children, but her learning disabilities accompanied by emotional instability and physical difficulties left them dumbfounded. The alphabet completely eluded her and her memory failed her making almost every area academic area a struggle for her even with a great deal of support. Liz learned to copy what others were doing so that she could blend in as a “normal” child. She would come home with headaches and stomach aches on a regular basis. School was not a happy place for her and the accommodations her teacher made for her, made her the victim of teasing. By the time Liz was in grade 4 she was lagging far behind her peers and would beg her mom not to make her go to school. Eventually her mom agreed and Liz began homeschooling.

Since term two, 2013, Sabrina’s uniform often looks as if it is not ironed and sometimes unwashed. She has been handing in homework late or incomplete. She does not ask her teachers or her classmates for any help when she does not understand the lessons and will not volunteer to answer questions.

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

The next school to present was Floyd C. Fretz Middle School by their principles Mrs. Slaven and Mrs Signor. Overall, Fretz scored an 84.5%. Looking over the information they received from the state, they concluded that the math program was doing well. Mrs. Slaved credited the students for their hard work. In addition to crediting the students, the principle said that the teachers have implemented a new program called HERE. HERE is a program where a teacher “adopts” a student and mentors them whether it is to improve academically or socially. The staff at Fretz feels the program works well with students who are at risk but does not do much for the advanced students. In class we discussed that middle school is a challenging time period for adolescence. I think the program they have implemented will help to greatly ease the challenges students face. In class we

“Orchid” is an excellent student. He loves to read, especially chapter books. He works very hard and makes high marks on all his student work. He is quiet but works well with other students. He lets to create things with blocks and Legos. His mother is an active participant in the school and the classroom. She works with “Orchid” at home and it shows in all the things he does at school. He does not like to disappoint and because of this he can be quite emotional. He wants to do his best one hundred percent of the time.

Through observation from counsellor, Mary was lower in confident and rely to others during the class. Mary easily think that she have no ability in completing her homework, and hoping a teacher stay next to her and to teach her how to do it. However, she can finish on her own and have the ability to finish it, when the teacher walk away she started crying and grasping the teacher back. The teacher reported that Mary have no confident on her work. And this is the first year Mary transit from half day class to full day class. Mrs. Ng stated that she hope to improve social and behavioral skill, and hope to know more about the strength and weakness of

Kurtis’ classroom teacher ratings suggest he has difficulty maintaining necessary levels of attention at school. At times Kurtis might disrupt academic performance and functioning of those around him. He is restless and impulsive, and has difficulty maintaining his self-control. Socially Kurtis generally plays alone and has difficulty with social interactions in the classroom with peers his own age. Kurtis has difficulty comprehending and completing schoolwork especially when reading is concerned. When he is having a good day he is more willing to learn and treat others respectfully. Kurtis often struggles with understanding what is asked of him. He needs directions repeated and the teacher utilizes proximity and re-directing as needed to assist him in the classroom. Kurtis’ teacher expresses his concern about his inability to answer comprehension questions and expressing himself. Kurtis’ mother indicates that Kurtis plays with his younger brother and older cousins. During play he has appropriate social skills. At times, Kurtis’ mother, indicated he may struggle with attention. Kurtis’ mother reports that he generally exhibits adequate expressive and receptive communication skills and he is able to seek out and find new information when needed. They read books together and Kurtis is able to answer general comprehension questions. Kurtis is described as being thoughtful and helpful; however, he could always improve his listening skills.

In the event that one of us are faced with this situation it is important to understand that we have a duty of care to our learners and teachers alike.

Observations for Jose took place on his science and math classrooms respectively. At the beginning of the class, the teacher asked a question to the group, Jose raised his hand to answer. He remained quiet on his desk while teacher explained the lesson in detail to the whole class. During the rest of the class, he remained seated on his desk and participated in the discussion at the proper time. The teacher showed a video to the class and asked some questions, most of the class tried to answer them, but Jose didn’t seem interested as he was with his head down on his arms. Next Day during the math period, students were working in small groups. Jose actively participated in the class discussion. He reviewed his paperwork with his peers and asked a few questions to the teacher’s assistant. Jose followed the teacher commands until the class finished. During the interview process, Jose mentioned that his favorite subjects were reading and science, conversely the subject that gives him most trouble is English because kids in the class laugh at him. Jose thinks that learning is natural for him and he can complete assigned works but doesn’t feel being as smart as the other students. When with his friends, he likes to hang out, play games and soccer. About his other classmates, he stated not getting along with them because they are always pushing or tickling him. Jose reported having no problems with the teachers or at school in general. On weekends, he usually enjoys of playing with