Can You Help With This Read The Following Five Scenarios Wri

Can You Help With Thisread The Following Five Scenarios Write A Writ

Can you help with this? Read the following five scenarios. Write a written response to each. A grading rubric is provided. Use the rubric to guide your composition.

Nancy has an intellectual disability. She is placed in a self-contained class but has been participating in some general education classes. Nancy's 4th-grade general education teacher has required her to participate in spelling tests. Nancy received a failing grade for the past four spelling tests. The teacher has decided to reduce the number of spelling words on Nancy's list. She is responsible for each week's single syllable words on the spelling list. Is this an example of an accommodation or modification? What is another way to address this student's needs?

Robert has a learning disability in reading. He is overwhelmed by long reading passages because he cannot read at grade level. Robert needs to learn about the main idea and supporting details. The teacher provides Robert with a story on his reading level. Robert only has to identify the main idea, while the rest of the class must identify the main idea and supporting details. Is this an example of an accommodation or modification? What is another way to address this student's needs?

You and your principal are reviewing your classes' DIBEL scores, which have improved since the beginning of the year but aren't up to grade level. She reminds you that you are working in a "Blue Ribbon School" and tells you to "correct the scores." After assuring her that other assessments indicated that students had made significant progress and that the DIBELS scores would only be part of the bigger picture. The principal makes it clear by saying, "You need to go back and retest the students, making sure to mark the correct answers." What do you do?

Mr. Houdini is a teacher at Javier High School. He has just finished conducting an online class and one of his students, Winston, requests extra time after class to talk to Mr. Houdini. Winston has had a close mentoring relationship with Mr. Houdini. He trusts him. Winston confesses that he is coming out and is concerned that he will be bullied and taunted by other students. He is also worried that his parents will not understand. Winston asks for Mr. Houdini's guidance. What should Mr. Houdini do?

Sydney Middle School has a Special Education program. Ms. Anderson writes an email to all the program's parents (and caretakers). When sending the email, she puts all the parent emails on the same line, with none of them as a blind carbon copy (BCC). Parents can therefore see other parents' email addresses – and thus, possibly identify other students in the program. Ms. Anderson's principal asks for a conference with her after receiving an angry email from one of the parents. Should Ms. Anderson be concerned? Why or why not?

Paper For Above instruction

Implications and ethical considerations in special education settings are essential components of effective teaching and safeguarding student rights. Addressing these scenarios involves understanding the distinction between accommodations and modifications, the importance of ethical data management, and the need for supportive, confidential environments.

Accommodation versus Modification: Nancy’s Case

Nancy’s situation involves her participation in spelling tests. The teacher’s decision to reduce the number of spelling words for her constitutes a modification rather than an accommodation. According to the Individuals with Disabilities Education Act (IDEA), accommodations are changes that enable students with disabilities to access the curriculum without altering the curriculum's expectations (OSEP, 2017). In contrast, modifications alter what a student is expected to learn or produce.

Reducing Nancy’s spelling list from multiple words to single-syllable words distorts the standard grade-level expectation, thus classifying it as a modification. A more suitable approach would be providing her with an accommodation, such as additional time, note-taking assistance, or alternative assessments that enable her to demonstrate her understanding without lowering the standard. Implementing technology-based support, like spell-check or spelling apps, could also help Nancy access the curriculum without altering its core expectations (Vaughn & Bos, 2015).

Addressing Reading Disabilities: Robert’s Case

Robert’s scenario involves providing a differentiated task where he only identifies the main idea in a simplified story. This is an example of an accommodation because it adjusts how the instruction is delivered or how the student demonstrates understanding while maintaining the same learning goals as the rest of the class. According to the IDEA, accommodations help students access the curriculum without changing the instructional expectations (Turnbull et al., 2017).

To further support Robert, the teacher could implement strategic scaffolding, such as graphic organizers that visually break down the story into main ideas and supporting details. Offering pre-reading discussions, highlighting key vocabulary, and providing summarization tools could also enhance his comprehension skills without reducing academic expectations (Fuchs, Fuchs & Hamlett, 2019). The goal should be to develop unlocking strategies that help Robert meet the grade-level objectives over time.

Data Integrity and Accountability: DIBELS Scores

The principal’s request to "correct" DIBELS scores by retesting and marking answers again raises serious ethical concerns. As educators, maintaining integrity in assessment data is vital for accurately measuring student progress and informing instruction (American Psychological Association, 2019). Altering scores to artificially reflect achievement compromises ethical standards and could be considered data falsification, which can lead to serious professional consequences.

In response, I would reaffirm that assessment scores are valid indicators of student progress. If discrepancies are identified, these should be documented, and the scores discussed transparently with the principal, emphasizing that improvements may be better reflected through a portfolio of assessments and growth over time rather than a sole reliance on standardized scores. Retesting should be conducted ethically, ensuring that students are appropriately instructed, and scores are accurately represented for record-keeping and reporting to stakeholders (Smith & Johnson, 2018).

Supporting Students’ Well-Being: Winston’s Confidentiality

Mr. Houdini’s response to Winston’s disclosure about coming out is crucial for safeguarding his emotional and psychological well-being. As educators, upholding confidentiality, providing nonjudgmental support, and facilitating a safe space are fundamental responsibilities. According to the National Association of School Psychologists (NASP), educators should listen actively, express support, and refer students to counseling or mental health resources when needed (NASP, 2019).

Mr. Houdini should assure Winston that his trust is valued and that his confidentiality will be maintained. He should also inform Winston about available resources and possible steps to ensure safety, such as connecting him with a school counselor or anti-bullying programs. Importantly, he should avoid offering direct legal advice but instead guide Winston toward appropriate support networks and counselors trained to handle such disclosures (Schaefer et al., 2020).

Privacy and Confidentiality in Communications: Ms. Anderson’s Email

Ms. Anderson’s failure to use BCC when emailing parents violates privacy standards. Sending an email with multiple recipients' addresses visible accelerates the risk of unintended disclosures, harassment, or identification of students’ identities, which could breach confidentiality protocols outlined in FERPA (Family Educational Rights and Privacy Act, 1974). As a professional, she should be concerned about the ethical and legal implications of such an oversight.

In the upcoming conference, Ms. Anderson should be advised to adopt best practices for email communication, including using BCC for multiple recipients. She should acknowledge her mistake, learn from it, and implement proper procedures to protect students' and parents’ privacy moving forward. Maintaining confidentiality fosters trust with families and supports compliance with legal standards (U.S. Department of Education, 2017).

Conclusion

These scenarios underscore the importance of ethical practices, equity, and confidentiality in educational settings. Recognizing the difference between accommodations and modifications ensures fair access to learning. Upholding assessment integrity maintains credibility and trust, while safeguarding student confidentiality preserves trust and complies with legal mandates. Educators and administrators must stay informed about best practices to foster inclusive, supportive, and ethically sound learning environments.

References

• American Psychological Association. (2019). Ethical principles of psychologists and code of conduct. APA.
• Family Educational Rights and Privacy Act (FERPA). (1974). U.S. Department of Education.
• Fuchs, D., Fuchs, L. S., & Hamlett, C. L. (2019). Principles of inclusive education. Routledge.
• National Association of School Psychologists. (2019). Supporting students’ mental health. NASP.
• Office of Special Education Programs (OSEP). (2017). Data collection and accountability in special education. U.S. Department of Education.
• Schaefer, C. E., et al. (2020). Confidentiality and ethical practice in school counseling. Journal of School Counseling, 18(2).
• Smith, J., & Johnson, L. (2018). Ethical assessment practices. Journal of Educational Measurement, 55(4), 375-390.
• Turnbull, H. R., et al. (2017). Exceptional students: An introduction to special education. Pearson.
• U.S. Department of Education. (2017). Privacy and data security policy. ED.gov.
• Vaughn, S., & Bos, C. S. (2015). Strategies for teaching students with learning and behavior problems. Pearson.