Review the “Case Study: Stephen.”
In an essay 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.
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 by citing the “Special Education Professional Ethical Principles” and an additional 3-5 scholarly resources. https://exceptionalchildren.org/standards/ethical-…Case Study: Stephen
Stephen is a seven-year-old boy with autism who receives most of his education in an
inclusive first grade 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
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