Critical Thinking Case
1. Why do you think Betty is resistant to having Jake in her class? Do you think Jake is ready to be placed in a general education classroom full-time? Why or why not?
It is evident that Betty is very well organized and enjoys a structured classroom. Although Jake is not diagnosed, it was noted he has some behaviors consistent with an ADHD diagnosis. Jake’s behaviors are concerning to Betty because it interrupts the structure she so desires. Betty mentioned that Jake has a hard time becoming organized and staying on task. This worries her because she mentioned she has very high standards and expects students to reach those standards. It also may be that Betty is unsure of how to modify her classroom in a way that supports Jake’s needs which …show more content…
The behaviors Jake displays are behaviors that can be worked on. For example, behavioral modification such as defining clear and consistent rules and creating a positive reinforcement system for Jake could be beneficial. It is important for Jake to be in the least restrictive environment which would be the general education classroom for him. It is said that students with learning disabilities often feel isolated from peers. If Jake enjoys his peers he should be able to stay with him to limit and self-esteem issues Jake could develop.
2. How can Sharon and Betty work together to best serve Jake’s needs? What types of services or support would help Betty be more comfortable with having Jake in her classroom full-time?
It sounds like Betty needs some behavioral support for Jake. For example, if Sharon could give Betty some behavioral modification strategies, such as creating a positive reinforcement system that would be accommodating. In addition, Sharon and Betty could consider a Behavioral Specialist Consultant coming in a few times to work with Jake manage his behaviors. If Jake had a BSC, he could find helpful strategies to manage the behaviors seen in the classroom. It might even be beneficial for Jake to have a TSS to come a few times a week.
3. Should Jake’s parents and other education professionals be involved in the decision
It is evident that Betty is very well organized and enjoys a structured classroom. Although Jake is not diagnosed, it was noted he has some behaviors consistent with an ADHD diagnosis. Jake’s behaviors are concerning to Betty because it interrupts the structure she so desires. Betty mentioned that Jake has a hard time becoming organized and staying on task. This worries her because she mentioned she has very high standards and expects students to reach those standards. It also may be that Betty is unsure of how to modify her classroom in a way that supports Jake’s needs which …show more content…
The behaviors Jake displays are behaviors that can be worked on. For example, behavioral modification such as defining clear and consistent rules and creating a positive reinforcement system for Jake could be beneficial. It is important for Jake to be in the least restrictive environment which would be the general education classroom for him. It is said that students with learning disabilities often feel isolated from peers. If Jake enjoys his peers he should be able to stay with him to limit and self-esteem issues Jake could develop.
2. How can Sharon and Betty work together to best serve Jake’s needs? What types of services or support would help Betty be more comfortable with having Jake in her classroom full-time?
It sounds like Betty needs some behavioral support for Jake. For example, if Sharon could give Betty some behavioral modification strategies, such as creating a positive reinforcement system that would be accommodating. In addition, Sharon and Betty could consider a Behavioral Specialist Consultant coming in a few times to work with Jake manage his behaviors. If Jake had a BSC, he could find helpful strategies to manage the behaviors seen in the classroom. It might even be beneficial for Jake to have a TSS to come a few times a week.
3. Should Jake’s parents and other education professionals be involved in the decision