Year: 1996-1997
Month: February
Leader: Group G

Situation/Case Study:
STUDENT ACADEMIC PROBLEM

Description:
A fourth grader was recently added to a Special Education small group. During the time I present information, she won't follow along. Only in math does this happen. She is more successful in reading. She can only have one-to-one with the teacher. I thought about moving her. She wants to go ahead. The first year Special Education teacher was working in an Inclusion model in the classroom. She was sent in the hallway to work with students. The hallway is very disruptive, and she would prefer taking them to the Resource Room. There is such a short time. Every minute needs to be used. The hall is not a good learning environment. At the Resource Room there is better attention. The curriculum is also modified in the class. A new student came to the Resource Room. At the beginning, I was not as tough on her. I gave her some time. I tried talking with her. Student wanted to know if Special Education teacher was kicking her out of the math group. Teacher is thinking she should be kicked out. Student is a fourth grader, one year younger than her classmates. She was identified for Special Education in January. She qualified based upon language. Q: Have you used a Reward System? A: I want to use one for math. Q: Are they building on third grade skills? A. There is diversity in this group. Girl and her friend have the hardest time. There are five children in this group. Teacher is feeling frustrated, confused. The fourth grade teachers do their own thing. Special Education does its own thing. When the kids go back in the classroom, the regular teacher is doing something different. Half of the special education time is spent preparing them to be independent when they return to the room. Special Education Teacher is wondering how to handle the two girls who are friends. Sometimes their friendship is helpful. Sometimes it's a drawback-they spur each other on. Parents. Teacher has tried mentioning it to them. They sound well intentioned, but sometimes don't follow through. Q: Are there structured seating arrangements? A: I have tried a variety of arrangements. Student and her friend together and apart. Rewards are worked for extra time. Q: Is it always a half-hour? A: Yes. Q: Can the half-hour be last during the math time so that the student is present for the teacher's presentation? A; The schedules are all arranged/set. The classroom teacher has commented that the student's behavior is worse because of the close time she spends with the other student.

Hypotheses:


Theories behind practice:


Impact on others:


Solutions:
Focus on what the students need, not the fourth grade curriculum. Break it down in small pieces. Give positive strokes. Pair students. Joke along. Many group members think that the student wants to be back in the regular classroom where she was getting special attention from the classroom teacher, who she had a relationship with already. It is an allegiance issue. Use individual white boards to keep students actively involved.

Comments:
Teacher believes it is useful to be reminded to keep it positive. Even before this student came into the group, it was hard to keep this group on task. The three regular teachers are not on the same page/skill in the math book. The Special Education teacher spends the majority of her time with this group preparing them to be independent when they go back to their regular classroom.