PROCESS CASE STUDY

* I HAVE ALL THE REQUIREMENTS TO COMPLETE THIS ASSIGNMENT, I WILL MESSAGE YOU THE CASE STUDY (THIS ASSIGNMENT IS WORTH 300 POINTS!)

Special education teachers must remain professional in all situations and are often required to make decisions that involve ethical issues. It is important that special education teachers be aware of the ethical and professional standards as well as special education law.

Assignment Instructions:

Review the “Case Study: Stephen.”

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.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Program competencies and national standards assessed in the benchmark assignment:

  • COE 6.1:  Use professional ethical principles and professional practice standards to guide professional practice. [CEC 6.1, ICSI.6.K2, ICSI.6.K4 ICSI.6.S1, ICSI.6.S2, ICSI.6.S3, ICSI.6.S4, ICSI.6.S5, ICSI.6.S7, IGC.6.K4, IGC.6.K6, IGC.6.S2; InTASC 9(a), 10(f); MC3, MC4, MC5]
  • COE 6.2:  Describe how foundational knowledge and current issues influence professional practice. [CEC 6.2, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, IGC.6.K1, IGC.6.K2, IGC.6.K3; InTASC 10(h); MC1, MC2, MC4]
  • COE 6.6:  Provide guidance and direction to paraeducators, tutors, and volunteers. [CEC 6.6, ICSI.6.S8, ICSI.6.K13, ICSI.6.K14, ICSI.6.S12; InTASC 10(n); MC1, MC2, MC4, MC5]
  • COE 6.7:  Demonstrate legal, ethical, and quality requirements related to the management of confidential student information. [CEC 6.1, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, ICSI.7.S1, IGC.6.K1, IGC.6.K6; InTASC 5(k); MC1, MC2, MC4, MC5]

     

    Case Study: Stephen

    Stephen is a young boy with autism who receives most of his education in an inclusive classroom. He speaks in one-and two-word utterances and can say “book,” “food,” “more,” “hi,” and “drink.” However, his main mode of communication is a picture-exchange system.

    Although Stephen has demonstrated that he really enjoys group activities, he has lately begun biting his fellow students. In addition, he has begun pinching his teacher during one-on-one instruction. After he engages in one of these behaviors, he yells, “It hurts!” and starts laughing.

    A behavior analyst has conducted a structured interview as part of a functional behavior assessment for Stephen. The teacher and parents’ responses indicate that the function of Stephen’s aggressive behaviors is to seek attention. Keeping this information in mind, the analyst needs to directly assess Stephen’s behavior.

    Stephen’s general education teacher, Ms. Gonzales, has recorded data regarding the frequency of his behaviors, but with inconsistency as she is the only adult in the classroom. The special education teacher, Mr. Kuchar, has not been able to spend much time in the inclusion classroom to support Stephen and Ms. Gonzales and to observe Stephen’s behavior. Ms. Gonzales has requested a meeting with the Child Study Team to discuss the possibility of changing Stephen’s placement.

    Ms. Gonzales frequently communicates with Stephen’s parents and has mentioned a possible placement change to them. Stephen’s parents do not want him to be pulled out of the inclusion classroom even though other students are being hurt. Currently, there are five other students in the inclusion classroom who receive special education services for behavior issues. Stephen’s behaviors are the most severe. Ms. Gonzales does not feel she can effectively meet Stephen’s needs with regards to his behaviors and keep the other students from being hurt.

    Mr. Kuchar agrees that Stephen needs to be placed in a different classroom to better fit his needs; however, he has realized that there is inconsistent data collected thus far to support this need. The school principal also agrees with the suggestion of a placement change and has asked Mr. Kuchar to set up a meeting to discuss this with Stephen’s parents.

     

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