Directions Given: The Situation Below Include A Specific Des
Directionsgiven The Situation Below Include a Specific Description Of
Given the situation below, include a specific description of the problem that needs resolution. Describes the target education environment. Explain the importance of resolving this issue; outlining specific collaborative approaches that can be utilized. Then provide a plan of action that a team could take. Provide at least three references from your textbook which address recommendations to use in resolving the issue.
The length of the paper should not exceed 3 double spaced pages including textbook references. APA format must be followed. A grading rubric will be provided.
Third grader Joseph Smith’s parents want to increase the amount of time he spends in general education classes. Right now, he goes to art and music with his third grade peers, two days a week each.
His parents also want him to receive all of his academic instruction in third grade general education classes. His current academic skills are below the first grade level. This has created a conflict with the school administration and prompted a call for an IEP meeting. Your educational team will have to plan how to resolve this issue before legal professionals become involved.
Paper For Above instruction
In addressing Joseph Smith’s educational placement concerns, it is essential to understand the underlying issues, target environment, and collaborative strategies necessary for resolution. This paper explores the specific problem, details the educational context, discusses the importance of resolving the conflict, and proposes a comprehensive plan of action employing collaborative approaches aligned with best practices.
Problem Description
The core issue pertains to Joseph Smith’s placement and instructional setting within the educational system. Currently, Joseph participates in art and music classes with his third-grade peers twice weekly, but his academic instruction remains below first-grade level. His parents desire an increased presence in general education classrooms, advocating for full inclusion of all academic instruction in the regular third-grade setting. Conversely, the school faces concerns regarding Joseph’s academic readiness and the feasibility of providing appropriate instruction within a mainstream environment. This conflict underscores a broader challenge of balancing inclusion with individualized support tailored to student needs, emphasizing the necessity of a collaborative, data-driven approach to resolve the dispute effectively before legal action becomes imminent.
Description of the Target Environment
The educational environment targeted in this case is a public elementary school, specifically a third-grade classroom with integration of special education services. This setting includes a diverse group of students, a dynamic classroom teacher, special educators, and support staff working collaboratively. The classroom environment aims to foster inclusive learning experiences consistent with IDEA mandates, but must also accommodate Joseph’s unique learning needs, which are currently below grade level. The environment involves collaboration among general education teachers, special education professionals, parents, and administrators to develop an effective, individualized instructional plan.
Importance of Resolving the Issue and Collaborative Approaches
Resolving Joseph’s placement issues is critical to ensuring equitable access to education and promoting positive student outcomes. Inadequate resolution could result in legal challenges, prolonged educational disparities, and hindered social-emotional development. Effective resolution emphasizes collaborative problem-solving, respecting family input, adhering to legal policies, and ensuring that instructional strategies align with Joseph’s instructional needs. Strategies such as co-teaching, Response to Intervention (RTI), and family-school collaboration are essential.
Co-teaching models facilitate inclusive classrooms where general and special educators collaborate to meet diverse student needs. RTI frameworks enable early identification and support for struggling learners, reducing the need for more restrictive placements. Engaging families through consistent communication and shared decision-making fosters trust and aligns goals. These approaches support a system-wide culture of inclusion and continual assessment to tailor instruction effectively.
Plan of Action
- Conduct a Comprehensive Evaluation: Begin with a thorough assessment of Joseph’s academic, social, and behavioral needs. Utilize formal and informal assessments to gather data on his current skills and barriers to learning.
- Develop a Collaborative IEP Plan: Convene an interdisciplinary team including parents, general and special educators, a school psychologist, and other specialists to develop an individualized education plan. Focus on defining appropriate accommodations, modifications, and instructional strategies that support Joseph’s full participation in the general education setting.
- Implement Differentiated Instruction and Co-Teaching: Train teachers on differentiated instruction techniques tailored to Joseph’s academic level. Adopt co-teaching models that combine general and special educators in delivering instruction, ensuring targeted support and scaffolding within the inclusive setting.
- Adopt a Response to Intervention (RTI) Framework: Incorporate RTI tiers to provide early intervention services, thus addressing Joseph’s academic gaps proactively. Regular progress monitoring will inform instructional adjustments and decision-making regarding his placement.
These strategies emphasize a team-based, data-informed approach that respects family input and adheres to IDEA principles. Through ongoing collaboration, professional development, and systematic assessment, the educational team can create a sustainable and supportive learning environment for Joseph.
References
- Friend, M. (2014). Students with special needs: An introduction to special education (7th ed.). Pearson.
- Yell, M. L. (2016). The law and special education (3rd ed.). Pearson.
- McLeskey, J., Waldron, N. L., & Redd, L. (2014). Making a difference for students with disabilities in inclusive settings. Theory into Practice, 53(2), 105–113.
- Zirkel, P. A. (2018). Special education law: A primer for teachers. Exceptional Children, 84(2), 162–178.
- Cook, L., & Friend, M. (2014). Co-teaching: Principles, practices, and perspectives. Pearson.