Review The Case Study: Stephen In An Essay Of 1000–1250 Word ✓ Solved

Review The Case Study Stephenin An Essay Of 1000 1250 Words Add

Review the “Case Study: Stephen.†In an essay of 1,000-1,250 words, address the following: Detail the next steps to take regarding stakeholders that need to be involved in reviewing Stephen’s current LRE placement. Provide who specifically will be involved and describe their legal responsibility in the special education process. Rationalize how your foundational knowledge of the special education process and issues within the case study led you to decide upon these next steps. Identify and describe the ethical dilemma in providing Stephen an education that allows him to flourish, based on his case study. Discuss why moving LRE placements is not an option at this time due to the standard special education process.

Discuss how quality data and the lack of additional support in the classroom both play a factor in this decision. Cite the “CEC Ethical Principles and Professional Practice Standards.†Discuss how additional support in the classroom should be considered before a LRE placement is changed. Discuss the possible involvement of paraeducators, tutors, volunteers, or related service providers. If paraeducators, tutors, or volunteers were brought into the classroom to assist Stephen, what guidance and direction would you provide to those stakeholders? Discuss the legal, ethical, and quality requirements related to the management of confidential student information when working with paraeducators, tutors, or volunteers.

Support your findings citing the “CEC Ethical Principles and Professional Practice Standards†and an additional 3-5 scholarly resource. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Sample Paper For Above instruction

In addressing the review of Stephen’s current Least Restrictive Environment (LRE) placement, it is essential to identify and involve key stakeholders actively engaged in his education and well-being. This collaborative approach ensures that all legal, ethical, and educational considerations are thoroughly examined to support Stephen’s development while adhering to federal regulations such as IDEA (Individuals with Disabilities Education Act) and FERPA (Family Educational Rights and Privacy Act).

Next Steps in Reviewing Stephen’s LRE Placement

The initial step involves convening a comprehensive Multi-Tiered System of Support (MTSS) review team, including the classroom teacher (Ms. Gonzales), special education teacher (Mr. Kuchar), school psychologist, school counselor or behavior analysis specialist, the school principal, and Stephen’s parents. This team must collaboratively assess the current data, including behavioral observations, progress monitoring, and functional behavior assessment results. Since data collection has been inconsistent, initiating a systematic and ongoing data collection process is critical to understand behavioral triggers, frequency, and severity better (Sugai et al., 2016).

Additionally, the team should involve a behavior analyst, who can conduct or oversee more precise functional behavior assessments (FBAs), to determine behavioral functions more accurately. Legally, parental involvement is mandated under IDEA, requiring the team to seek their informed consent before implementing new interventions or considering placement changes (Yell, 2018). The role of the school psychologist or other qualified personnel includes evaluating Stephen’s eligibility and recommending evidence-based behavioral supports, ensuring decisions are data-driven and ethically justified.

Legal Responsibilities and Ethical Considerations

The legal responsibilities of involved stakeholders encompass safeguarding Stephen’s access to an appropriate free and public education (FAPE) and ensuring that placement decisions, including any modifications, are based on comprehensive data and professional judgment. The ethical principles outlined in the Council for Exceptional Children (CEC) Code of Ethics emphasize the importance of advocating for the best interests of students, respecting confidentiality, and engaging in collaborative problem-solving (CEC, 2015).

The ethical dilemma highlighted in Stephen’s case revolves around balancing his needs for specialized behavioral support with his right to an inclusive placement. Since moving him to a more restrictive setting might deprive him of the benefits of inclusion, all options must be carefully weighed. These ethical considerations include respecting the wishes of parents versus the need for safety and instructional efficacy, with the guiding principle being to promote Stephen’s overall well-being while maintaining transparency and fairness in decision-making.

Why Moving LRE Placements Is Currently Not an Option

Moving Stephen to a different LRE is not feasible at this point because the decision must be grounded in objective data; the current inconsistent behavioral data limits justified placement change. According to IDEA guidelines, placement decisions should be based on a comprehensive evaluation of educational and behavioral data, which presently insufficient. Furthermore, changing placements without sufficient data might violate the procedural safeguards meant to protect student rights (Yell, 2018). It is also crucial to address environmental factors and reinforce behavioral interventions within the current placement before considering restrictive options.

The Role of Data and Classroom Support

High-quality data collection is fundamental in determining appropriate interventions and supports. The lack of consistent behavioral data hampers the decision-making process, emphasizing the need for systematic data collection by all classroom staff, including Ms. Gonzales and Mr. Kuchar. Reliable data helps identify behavioral triggers and outcomes, thus guiding targeted interventions (Carr et al., 2017). Additionally, the absence of adequate classroom support, such as additional adult assistance or behavior intervention strategies, can impede progress and safety. Therefore, before modifying placement, enhancing classroom supports becomes a priority.

Considering Additional Support Before Changing Placement

Before moving Stephen to a different LRE, it is crucial to consider augmenting classroom supports through paraeducators, tutors, or volunteers. These supports can provide more individualized attention, facilitate behavioral interventions, and improve classroom management. The implementation of peer mediators or volunteers trained in behavioral strategies can also foster social inclusion and reduce problematic behaviors (Simonsen et al., 2017).

If additional personnel are involved, clear guidance, expectations, and training are essential. For example, paraeducators should be trained on data collection procedures, behavioral support strategies aligned with Functional Behavioral Analysis (FBA), and maintaining confidentiality (CEC, 2019). Tutors and volunteers must understand privacy laws and respect Stephen’s right to confidentiality, ensuring that sensitive information is protected according to FERPA standards.

Maintaining confidentiality involves securing student records, limiting information sharing to essential personnel, and obtaining appropriate consent when sharing information outside the educational team. All stakeholders involved in supporting Stephen must adhere to these ethical and legal standards to preserve trust and meet professional accountability requirements (CEC, 2015).

Conclusion

In conclusion, the process of reviewing Stephen’s LRE placement necessitates a collaborative, data-driven approach involving key educational professionals and the family. Ethical standards, legal responsibilities, and the primacy of the student's developmental needs guide the decision-making process. Adequate classroom support, proper data collection, and adherence to confidentiality protocols are critical factors before considering any placement change. Implementing additional supports such as paraeducators, tutors, or volunteers should be prioritized to enhance Stephen’s educational experience while safeguarding his rights and fostering a safe, inclusive learning environment.

References

• Carr, E. G., et al. (2017). Behavior support and intervention in schools: Ethical and practical considerations. Journal of Behavioral Education, 26(1), 1-18.
• CEC. (2015). Code of Ethics and Professional Conduct. Council for Exceptional Children.
• CEC. (2019). Supporting effective paraeducator collaboration in inclusive classrooms. Journal of Special Education Leadership, 32(2), 98-105.
• Yell, M. (2018). The law and special education. Pearson.
• Sugai, G., et al. (2016). Data-based decision-making for students with disabilities. Journal of Education and Behavior, 19(1), 45-59.
• Simonsen, B., et al. (2017). Classroom supports and behavior management. Exceptional Children, 83(2), 205-219.