Brief Summary:
Scott is being transferred to another school and placed in foster care under the orders of the province. Scott's family history as well as his current trouble is unknown. What is understood is that Scott is a student with no learning disabilities and an average IQ. Unfortunately Scott is struggling.
What are the behavioral issues of Scott in the case study "Case of Scott":
Scott's behavioural issues are classified as:
Behaviour Disorders, this is simply because he has not officially been diagnosed (maybe even assessed/evaluated psychologically), this is a speculation as an observation by the school. He is in possession of an IPRC at grade 6. He has aggressive behaviour toward females and is a repeat offender. Scott's academics are not something he seems to be aware of, this may be evidence of inability to express oneself appropriately in social situations as well as academic.
What supports does this student need?:
Scott's behaviors are characteristically that of "Psychoeducational" nature that need to be approached through the psychodynamic approach (it seems). The symptoms seem to share the idea that the student is dealing with stresses at home, at school or within a community. The reason this would not be an environmental approach is because the student's environment is in transition. The case study does not offer insight into the transition process that Scott is going through (as it should given the expectations of the school boards in 2007, "Policy/Program Memorandum No.140"). One can imagine that the social worker and school(s) are working together to transition Scott appropriately. It does not seem as though Scott is suffering from physiological or biophysical difficulties. At first glance, a professional may believe that Scott is struggling with environmental issues that impact him. Scott's schools (if Scott's family situation was static), they may be able to take a firm approach to provide guidance through the school to assist the student in personal conduct within the learning environment. With reference to the Ontario's Provincial "Policy/Program Memorandum No.145", it seems as though this memorandum would make it necessary to approach it with the "whole-school" approach or "environmental approach" (without focus on the family) in 2018.
This is an interesting development in Programming by the school board as it provides evidence that definitions are changing, socio-economic statuses/modern families are being accounted for. According to the ministry document "Caring and Safe Schools in Ontario", students can be best support through a caring and safe school culture (pg.11 2010). More importantly though "Caring and Safe Schools in Ontario" discusses that in order to support that student, there needs to be knowledge of the student's difficulties, as well as knowledge of resources available for student and teacher at the school (2010).
Scott is young, and although he is a "teenager" and in grade 6 with courts already involved in his life. The counselling is the most important thing for Scott in my opinion. The more I look at this I believe I am correct in my thinking because he needs to have behaviours introduced to him to make him compliant/able to learn in a classroom. This situation he is in now, will only worsen if he is unable to have support that provide him with tools and management strategies that can be carried forward into adolescence firstly and next, academics. If Scott fails in academics, this is not the end of his life. There are supports and counselling in the school that can assist in transitioning after graduation and into GED programs if needed. His ability to participate and contribute to society in a positive way far surpasses his academic success. Without mental well-being, there is no motivation or ability to retain academics.
Teachers of Scott could go as far as to introduce Social-Emotional Learning strategies in their class as a whole to help other students feel aware or accepting to new students who may have difficulties in expressing their thoughts and feelings appropriately.
Personal Reflection:
This case study assignment tells me that the situations special education teachers (as well as teachers with students who have problematic behaviours) are not fighting against anyone or anything; these teachers are working with students to live the best life they can while also facing difficulties that some of them may be able to overcome in time, while others will work through the difficulties everyday for the rest of their lives. These students who are facing these difficulties are being slowed in their education not only by their difficulties but also by the time needed for school teams and communities to organize and coordinate plans that will best accommodate the difficulties of a student.
I feel ultimately that things like "mindsets" and "social emotional learning strategies" are key ingredients to make this case study, a success story.
Assignment - Behavioral Exceptionality Case Study
After completing the readings above related to Behavioural exceptionalities, choose a case study from Chapter 9 of the reading from Special Education in Ontario School
Case studies are a form of problem-based learning, where you are presented with a situation. As an educator and teacher in the classroom, particularly in special education, you will encounter many situations where you will be required to develop the best plan or course of action based on your assessment or analysis. Choose one case study from Chapter 9 and respond to the questions below for your chosen case study. This assignment will be submitted to the course instructor and should include the following:
- Identification of case study chosen
- Brief summary of case study
- Responses to the following questions (include the questions in your assignment):
- What are the behavioural issues for this student?
- In your estimation what supports does the student need? (reference instructional, environmental, and assessment accommodations in your response)
- What other issues to you anticipate for this student?
Assignment length: 2 pages
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