Filebu Dorise Du 2060220 Psych 20 Of The Exceptional Child

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Analyze the case of Ms. Jones and Ms. Taylor's co-taught classroom, focusing on the inclusion of students with special education needs alongside general education students, and the corresponding issues of fairness, equity, and classroom management. Discuss the behaviors of the characters, the problems presented, and explore strategies for equitable treatment, intervention methods, and ethical considerations in managing diverse student behaviors.

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In contemporary educational practice, co-teaching models have become increasingly prevalent, especially in diverse and inclusive classrooms that aim to serve students with varying needs effectively. The case involving Ms. Jones and Ms. Taylor at Park Street Technology Magnet School exemplifies many of the challenges and opportunities inherent in such educational frameworks. Analyzing this scenario sheds light on issues of fairness, classroom management, and ethical responsibility, which educators must navigate carefully to foster an equitable learning environment.

The characters in this case—Ms. Jones, Ms. Taylor, Katy, Jamisha, and Keith—each exhibit motives, behaviors, and responses that influence the classroom dynamic profoundly. Ms. Jones, as a co-teacher, adopts a problem-solving and supportive approach toward her students, attempting to manage disruptive behavior with calmness and empathy. Her focus on fostering success and understanding for students with exceptionalities reflects a compliance with ethical practices and legal mandates for inclusion. Conversely, Ms. Taylor's approach appears dismissive and disengaged, which could undermine the efforts for equitable education and send negative signals regarding discipline and student behavior.

Katy, a student with severe emotional disturbance, embodies the complexities of inclusion. Her disruptive outbursts, impulsivity, and the poverty-related challenges she faces contribute to her difficult behavior in class. Her actions are often driven by unmet emotional and physical needs and are examples of how behavioral manifestations can be symptomatic of deeper issues. Jamisha, a general education student, reacts emotionally to these disturbances, highlighting the importance of peer perspectives in shaping classroom climate and perceptions of fairness. Keith's behavior illustrating preferential treatment reveals subtle biases or perceptions educators might unconsciously hold.

The core issues reflected in this case include managing disruptive behaviors in an inclusive setting, ensuring fairness among students, addressing the cultural and socio-economic factors influencing student behavior, and maintaining a respectful and supportive classroom environment. Ms. Jones’s response to Katy’s language—remaining calm and redirecting—aligns with effective classroom management strategies based on relationship building and reinforcement rather than punitive measures. However, her decision not to escalate the incident with a referral raises questions about consistency and clarity of discipline policies, which are crucial for perceived fairness.

From an ethical perspective, educators must balance the need for discipline and order with the recognition of individual student differences. The rationale Ms. Jones might have used to handle Katy’s behavior privately and with minimal escalation includes the belief in her role to support and understand, rather than punish, students with behavioral and emotional challenges (Skerbetz & Skerbetz, 2020). Such an approach aligns with the principles of cultural competence, trauma-informed practices, and the legal mandates for free and appropriate public education (FAPE) within the Least Restrictive Environment (LRE) (U.S. Department of Education, 2020).

Alternative strategies could have included immediate de-escalation techniques, such as offering a calm-down area or employing behavior contracts tailored to Katy's needs. Implementing consistent classroom routines and clear expectations, coupled with positive reinforcement, could help prevent outbursts. Peer mediation and social-emotional learning activities might also foster a more inclusive climate, reducing perceptions of favoritism or bias (Gersten et al., 2017). These approaches not only address behavioral issues but also promote understanding among students—crucial for developing an equitable learning environment.

Jamisha’s reaction, fueled by perceptions of favoritism and racial bias, raises questions about the justification of her response. Her accusations are rooted in frustration and misunderstanding, but they highlight the importance of teacher communication about discipline and procedural fairness. Effective teacher-parent collaboration and transparency about disciplinary actions are vital for dispelling misconceptions and maintaining trust (Lynch et al., 2019). Similarly, teachers must be conscious of implicit biases that can influence their treatment of students, especially in diverse classrooms (Nichols & Tippins, 2016).

Educators should indeed be concerned about how their treatment of students in special education compares to that of general education peers. Fairness does not necessarily mean identical treatment but equitable treatment tailored to individual needs. Differentiated approaches and culturally responsive practices ensure that all students feel valued and supported (Gay, 2018). Monitoring classroom interactions and providing ongoing professional development on inclusive strategies can help teachers uphold fairness and improve student outcomes.

Overall, the case underscores the vital role of ethical, culturally competent, and student-centered classroom management. Teachers must recognize the multiple factors influencing behavior, maintain consistency, and communicate openly to foster trust and fairness. As inclusion policies continue to evolve, so too must educators' skills in managing diverse classrooms with sensitivity, fairness, and a focus on positive behavioral support systems (Simonsen et al., 2018). Ensuring equitable treatment for students with disabilities is not merely a legal requirement; it is a moral imperative that shapes the future of inclusive and just education.

References

  • Gersten, R., Cuadros, J., & Baker, S. (2017). Strategies for improving classroom behavior in inclusive settings. Journal of Special Education, 51(2), 115–123.
  • Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
  • Lynch, J., Dean, K. L., & Beasley, E. (2019). Teacher perceptions of fairness and student outcomes in diverse classrooms. Educational Review, 71(4), 389–404.
  • Nichols, T., & Tippins, D. (2016). Implicit bias in educational settings: An exploration. Educational Administration Quarterly, 52(2), 213–245.
  • Skerbetz, M. D., & Skerbetz, M. (2020). The role of trauma-informed practices in classroom management for students with emotional disabilities. psychiatry research, 292, 113332.
  • U.S. Department of Education. (2020). A guide to the Individuals with Disabilities Education Act (IDEA). Retrieved from https://www2.ed.gov/about/offices/list/osers/osep/edvoices/2020/2020-esea-guide.pdf
  • Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2018). Evidence-Based Practices in Classroom Management: Considerations for Implementation. Journal of Positive Behavior Interventions, 20(2), 78–88.

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