Emotional/behavioral disorder
Read the case study to inform the assignment that follows.
John is currently a ninth-grade student who has been identified as having an emotional/behavioral disorder, specifically in the area of obsessive-compulsive disorder (OCD). During his annual IEP meeting, John’s IEP team reviewed recent test scores and determined he qualified for the gifted program in the area of English language arts (ELA). John will continue to participate in the inclusion classroom for the remainder of his courses, and be placed in the gifted classroom for ELA in the second semester of the school year.
As John continues to be successful in all of his inclusion classes, he is having difficulty in his new ELA class. The gifted teacher, Ms. Griedl, was not able to be present during the IEP meeting, and John is the first student with an IEP she has had in her class. John has stated that being the only Hispanic student in Ms. Griedl’s gifted class has made him feel uncomfortable at times. He says Ms. Griedl does not include him in the classroom conversations and when she speaks to him, it is abruptly. John says she does not treat the other students in the same manner.
After one month of John being in the gifted class, Ms. Griedl has requested that a paraprofessional be present to support John. The IEP team determined that this was not necessary and that John should be able to be successful in the gifted classroom without a paraprofessional. The principal, Mr. Fleming, did a walk through observation of Ms. Griedl’s gifted classroom and he did notice that John was isolated in a corner, and the teacher and other students in the class did not interact with him. In addition, Mr. Fleming received a phone call from John's parents who reported that Ms. Griedl had told John she felt he did not belong in the gifted class. John no longer wants to be in the class because he does not feel welcome.
Use the “Collaboration and Communication Action Plan Template” to complete this assignment.
Part 1: Action Plan
Mr. Fleming has come to you, the special education teacher, for assistance with the situation. To assist the principal, create a action plan. The action plan should include one long-term goal and a minimum of four short-term goals to help reach the long-term goal.
For each short-term goal, identify the following information related to implementation:
At least 1-2 implementation activities/strategies
Resources needed
Timeline: To include measuring progress and implementing strategies
Persons Responsible: To include measuring progress and implementing strategies
Evidence of Success: How is this measured, or the desired outcomes to demonstrate success
Keep in mind the following when you outline your goals and implementation steps:
John’s abilities and interests, the learning environments, and cultural and linguistic factors.
How you will incorporate collaboration to help the action plan be successful.
Your role as a coach and resource for John and Ms. Griedl.
Part 2: Rationale
Support your action plan with a 500 rationale that incorporates researched best practices on collaboration and communication when working with colleagues, administration, and families.
Your rationale should address the following considerations:
Theories or elements of effective collaboration you utilized in your action plan.
How diversity is a part of families, cultures, and schools, and how complex human issues can interact with the delivery of special education services.
The importance of supporting individuals with disabilities in all settings to help them reach their optimal potential and allow them to flourish academically and behaviorally.
Sample Solution
Part 1: Action Plan
Long-Term Goal: John will feel welcome and supported in his gifted ELA class and will be able to participate actively in class discussions and activities at an 80% success rate.
Short-Term Goals:
- John will be able to identify and communicate his needs to Ms. Griedl and his classmates.
- Ms. Griedl will develop a better understanding of John's IEP and how to best support his needs in the gifted classroom.
- John will develop positive relationships with his classmates in the gifted classroom.
- John will feel confident in his abilities and his place in the gifted classroom.
Implementation:
Short-Term Goal 1: John will be able to identify and communicate his needs to Ms. Griedl and his classmates.
Full Answer Section
- Implementation Activities/Strategies:
- Provide John with opportunities to practice identifying and communicating his needs in a variety of settings.
- Develop a signal or cue that John can use to get Ms. Griedl's attention and communicate his needs.
- Teach John how to self-advocate and ask for help when he needs it.
- Resources Needed:
- Social-emotional learning curriculum
- Self-advocacy resources
- Support from the special education teacher, Ms. Griedl, and other classmates
- Timeline:
- Provide John with opportunities to practice identifying and communicating his needs on a daily basis.
- Monitor John's progress and make adjustments as needed.
- Collect data on John's ability to identify and communicate his needs through observation, self-report, and teacher feedback.
- Persons Responsible:
- Special education teacher
- Ms. Griedl
- John
- Other classmates
- Evidence of Success:
- John is able to identify and communicate his needs to Ms. Griedl and his classmates in a clear and concise manner.
- John feels comfortable asking for help when he needs it.
- Ms. Griedl and John's classmates are able to respond to his needs in a timely and supportive manner.
Short-Term Goal 2: Ms. Griedl will develop a better understanding of John's IEP and how to best support his needs in the gifted classroom.
- Implementation Activities/Strategies:
- Meet with Ms. Griedl to review John's IEP and discuss his specific needs.
- Provide Ms. Griedl with resources and training on how to support students with OCD and other disabilities in the gifted classroom.
- Observe Ms. Griedl's interactions with John and provide feedback and support.
- Resources Needed:
- John's IEP
- Resources on supporting students with OCD and other disabilities in the gifted classroom
- Time to meet with Ms. Griedl and provide feedback
- Timeline:
- Meet with Ms. Griedl to review John's IEP within 1 week of the start of the second semester.
- Provide Ms. Griedl with resources and training on how to support students with OCD and other disabilities in the gifted classroom within 2 weeks of the start of the second semester.
- Observe Ms. Griedl's interactions with John and provide feedback and support on a weekly basis.
- Persons Responsible:
- Special education teacher
- Ms. Griedl
- Evidence of Success:
- Ms. Griedl is able to explain John's IEP and his specific needs.
- Ms. Griedl is able to implement strategies to support John's needs in the gifted classroom.
- John's progress in the gifted classroom improves.
Short-Term Goal 3: John will develop positive relationships with his classmates in the gifted classroom.
- Implementation Activities/Strategies:
- Create opportunities for John to interact with his classmates in a variety of settings, such as small group work, partner activities, and group discussions.
- Encourage John's classmates to learn about his culture and background.
- Facilitate activities that promote teamwork and cooperation.
- Resources Needed:
- Time to plan and implement opportunities for John to interact with his classmates
- Culturally relevant resources
- Timeline:
- Create opportunities for John to interact with his classmates on a daily basis.
- Monitor John's progress in developing positive relationships with his classmates and make adjustments as needed.
- Collect data on John'