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Provided Information The given information shared in Jack’s case was from his special education teacher’s perspective. The identified patient in this case is Jack. Currently, Jack is in the tenth grade in a special education class. He lives at home with his mother, younger brother and stepfather. Jack’s mother works two jobs and is rarely at home and his stepfather is an alcoholic who was recently release from prison, where he was incarcerated for assault with a deadly weapon. At the age of fifteen, he was referred to special education and the referred stated that Jack often came to class in “crisis mode,” meaning that he paced back and forth and was clearly in distress. Jack’s distress was usually related to his younger brother, Drew. Drew was receiving special education due …show more content…
As a result, his behaviors worsen and he continued to struggle academically. Jack began to act-out in the fourth grade when he experienced a trauma event. At the age of nine, Jack and his brother discovered the person who they called mother was actually their foster mother. One day at a local swimming pool, their biological mother approached them. When she introduced her self as their mother, the boys argued with her in disbelief. As a result, she attempted to drown them. Nor Jack or his brother received counseling for this traumatic event. Also, Jack haunted by a memory of his stepfather attempting to push him out a moving car when he was a child. A traumatic event can impact a person mentally, physically and emotionally. Jack internalized this experience, which initiated his depression and anxiety. The depression and anxiety was manifested by profanity, noncompliance, tardiness and skipping classes. Because viewed was Jack as a problematic student, he did not receive the appropriate services that could have supported his
First of all, he realized the stereotyped the white people labeled very early in school and that these labels followed them throughout their education levels. He equally knew that labels have influence on how teachers and staff react to kids and it contribute the quality of the education Trent will obtain. Joe did not want such a thing to happen to Trent; Joe showed enthusiasm when he was authorized by her field instructor to pursue the case. He started by gathering all the information that is relevant to make this case successful. Joe set a goal through research by reading Trent school record and collaborating with Trent’s teacher, psychologist, and all the staff involved in the case. Joe called Trent father over the phone and asked some questions, which resulted in a face to face interview at school. This process helped Joe to understand the genesis of Trent problem. Joe developed a helping relationship with the family that aid her to follow up through home visits, which is where the family was comfortable to open up and talk. In the meeting at the Trent’s father house Joe was able to get the information that aided him to initiate the action plan for the case. Joe carried the plan by having several meetings with the school psychologist, the teacher, the aide, Trent, and his parents. Through these meetings the intervention plan was devised. Joe identified goals that will help Trent maintain the appropriate behavior at school and at home by using a chart. The chart says Trent should keep his hands and feet to himself, using good manners, walk in line, and sits in his seat correctly. Joe equally created a plan of grouping Trent and other five boys in one group which has similar problem like Trent. During evaluation, Joe achieved his goal by maintained regular contact with all the people involved in the Trent’s case which really
Facts: The Louise Lombard School is a developmental center for disabled children in the San Francisco Unified School District (SFUSD). It is here that seventeen-year-old John Doe, an emotionally-disturbed student assaulted another student. According to his April 1980 IEP, Doe had several goals set for coping with frustrating situations and relating to his peers. During the incident in November, Doe reacted to the taunts of other students by choking another student and leaving abrasions on the child’s neck. While being escorted to the principal’s office, Doe also kicked out a school window. The principal suspended Doe for five days. During his suspension, the Student Placement
Jack grow up at a farm that had a lot of cow’s. Everyday he had to milk the cows. He was more of the calm and nice type he really didn’t like talking to that many people at school . He always got good grades until Joseph came into his life. When Joseph came he would get in trouble in school sometimes. One of Jack's teachers told him that he needs to stop hanging out with Joseph. Jack’s response was no because he is my brother. A couple of weeks after that Joseph got into a fight with an 8th grader but Jack is in 6th grade. Jack decided to stick up for his brother and jump in and the both beat the 8th grader up. After that they go called to the principal office and she was very disappointed. Both of them ended up getting suspended and there parents were very disappointed. After those actions that took place Jack decided to be back to his old self.
Thomas Jefferson was a man who believed that all American citizens need to be educated so that they may exercise their rights. He saw public education as essential to a democracy. One proposal he made for public education would guarantee that all children could attend public schools for three years. However, much like other early school reforms, this proposal received much rejection and was never brought into being. Despite this rejection, Jefferson still believed that America needed public education. Eventually, he opened the University of Virginia. Even though his bills and proposals to benefit public education never saw the light of day, he still made many contributions to public education by providing the foundation on how a democracy should handle educating its
Timmy is resides at Pinecrest Intermediate Care Facility for the Mentally Retarded where he has remained since he was six months of age. The facility has been in regulation since the 1920’s. The facility is located high up on a hill positioned far from the surrounding neighborhood accessible only through a narrow winding road. The several staff members at the facility have been employed at the facility upwards of ten years or more (Walsh, 2013, p. 28). Timmy’s care is overseen by Sister Anne and other support staff includes; education specialist, physical therapist, occupational therapist, speech therapist, and a social worker, all of which report that Timmy is making progress towards the goals of his IEP (Walsh, 2013, p. 36); Although the
Common behaviors exhibited by individuals on the Autism Spectrum are labeled as disruptive and self injurious. Fortunately, these behaviors, that can be dangerous to the Autistic individual and others around them, can be managed with psychopharmacological treatment. Behaviors that often times fall under the category of common disruptive and self injurious behaviors, according to Ji, Capone and Kaufmann (2011), are irritability, impulsivity, having temper tantrums and yelling at inappropriate times. Physically aggressive behaviors, such as biting, scratching, kicking and hitting, are often times, more dangerous than some of the other behaviors exhibited. Physically aggressive behaviors are seen as more dangerous than other type of aggressive behaviors because they can harm someone, and in some instances cause fractures, sprains and in severe instances, can cause death. Bronsard, Botbol and Tordjman (2010) found after researching 74 Autistic children and Adolescence that the most prevalent aggressive behaviors are slapping, pinching, throwing objects, head butting, scratching, tearing, hair/scab/skin pulling, biting, kicking, poking and spitting. Along with physical aggression, individuals on the Autism Spectrum often times display self injurious behaviors. In the study, “Self-Injurious Behaviour in Individuals with Autism Spectrum Disorder and Intellectual Disability”, Richards, Oliver, Nelson and Moss (2012) studied 149 individuals with Autism Spectrum Disorder and found that the most common self injurious behaviors displayed are hitting ones-self with their own body, hitting themselves against objects/with objects, biting themselves, pulling/rubbing and scratching self and sodomizing themselves. Researches found that these behavi...
Social workers are increasingly recognized as an inevitable part of interdisciplinary teams in addressing the needs of clients who seek for legal remedies and services. The relationship between social work and law has been developing since 1917, when Mary Richmond, an architect of modern social work, acknowledged the role of legal authorities while developing her conceptual model for casework (Forgelson, 1970). Later, Mary Richmond drafted an early social work code of ethics in the early 1920s (Reamer, 1987). However, from the development perspective, all 50 states in the US have passed statutes requiring professionals from certain disciplines, including social work and law, to report any abuse or crime happened in the past or is going to happen in the nearest future if there are good reasons to believe that is true. Dubose and Morris (2005) stated that very few states passed similar mandatory reporting statutes for attorneys. It is not surprising that only a few states accepted these statutes because of the presence of the attorney-client privilege statute, which is true for all states. Due to differences in the ABA Model Rules of Professional Conduct and NASW Code of Ethics, professionals from the respective disciplines may have conflicts while both provide social and legal support to the same client from a domestic violence organization. There are two main reasons that allow the tension to happen, social workers are mandatory reporters of child abuse and neglect but lawyers, on the contrary, have an ethical responsibility to maintain client confidentiality (Taylor, 2006).
Since countries and cities are different, it seems that it is difficult to compare different education systems. With the influence of the globalization, the social problems tend to be common problems in the world. Canada and China are in different education systems but still have the same problem with educational equity. With the period change and policies seems to be improve by the government in both countries. When facing with the ethnic minority communities, China used several methods to give privilege to the groups in order to improve their education level. For example, after 1977, the educational policy was more in favor of the minority groups by empowering certain ethnic regions with the ability to administer the exams in the local language
Autism, or autism spectrum disorder, issue, alludes to a scope of conditions described by challenges with social abilities, monotonous practices, discourse and nonverbal correspondence, and in addition by remarkable qualities and contrasts. Autism spectrum disorder falls under the developmental disability category. We now realize that there is not one type of autism but rather many sorts, caused by various mixes of hereditary and natural impacts. there is no cure of autism yet but there are other options as in treatments and education approaches that can help a person to lessen disruptive behavior and can teach basic skills for one’s independence
The first sentence of the book, Jack introduces himself to the readers he proudly says, "Today I’m five. I was four last night going to sleep in Wardrobe"(Donoghue 1). Throughout the novel Jack constantly reminds himself and others that he is five. This is how most children gain confidence and pride for themselves. In the article "Emotional Development" by Teresa Odle she explains how children show normal emotional development, "By toddlerhood and early childhood, children begin to develop more of a sense of self. Emotions such as pride, shame, and self-recognition begin to emerge"(Odle). Jack has a well developed sense of self especially with the way he believes he is much older and braver because he is no longer 4, he is 5. As the novel progresses Jack further develops his self recognition; when they were in the room Jack questioned whether he was a part of his mother at times but out of room he knew they were separate people. Also, Jack shows normal emotional development because he is able to recognize and respond to emotion. Ma is depressed because of the criticism she has gotten from people about keeping Jack so she eventually breaks down, "Ma’s got tears coming down her face, she puts up her hands to catch them. I’m off my chair and running at her, something falls over smaaaaaaash, I get to Ma and wrap her all up"(Donoghue 294). If children are delayed emotionally they would not be able to recognize and respond to emotion but Jack is able to recognize that his mother is sad and he responds by running to hug her. In Odle 's article she describes how children, "Can recognize nonverbal cues of emotion from one another. Preschoolers begin to distinguish between negative emotions such as sadness, anger, and fear"(Odle). Jack is definitely able to recognize nonverbal cues of emotion. Especially on days when Ma is depressed Jack is able to recognize that she is sad and he
I worked for Trenton Special School District over fifteen years the strengths were the school had a great reputation, teachers showed great concern for the students learning and any challenges they were faced with. The school had great success with student advancements. Most of the children and parents trusted the teacher as their children educators and protectors. The school had great communications and social skills with staff, parents, and students. However, people from the community would donate money for children who could not afford to go on trips or any outings at the school. The staff had a great connection with the students on a personal level. They also had the knowledge to explain difficult things in a simple way. The principal was exceptional because he
The number of children with special educational needs and disability (SEND) in England is over 1.2 million with over 230,000 having statements or education, health and care plans, a number which has continued to rise over the years (Department for education, 2016). Described by the department for education (2014, p.7) as “Children and young people with SEN all have learning difficulties or disabilities that make it harder for them to learn…”. Within this assignment I intend to outline the provision made for a SEN child in my attachment, which will be referred to as Child A.
The purpose of this case study is to discuss Sehba Ali, superintendent of KIPP (Knowledge Is Power Program) Houston Public Schools, ability to change the public’s outlook on the KIPP program (Roberts, 2015). Although, KIPP Houston is “a network of charter schools located in Houston, Texas…Charter schools are public, taxpayer funded, and open to all students; however, they operate independently” (Roberts, 2015, p. 232). Additionally, KIPP schools stand by the following five principles: high expectations, choice and commitment, more time, power to lead, and focus on results (Roberts, 2015). Furthermore, KIPP schools are created to assist underprivileged students, living in low-income communities; which ultimately allows each student to receive a quality education (Roberts, 2015).
I have been a Special Education Para-Educator for eleven years now. My decision to do this was based on the needs of my family and kids. When my last child was born, the doctors did not think that he would make it. He had a heart malfunction and was born with RSV and Von Villibrantds disease (which I did not find out until he was three); those factors lead me to want to work with special education kids, knowing that I could make a difference.
For my visitation I went to the public high school in my hometown. Due to time constraints I was not able to visit the school on a weekday when classes were in session. I did however get to witness another part of the special education/inclusion program called the Rooster Buddies. I did, however, get some information on the special education program from an administrator via phone and fax.