Case Study

Part of the process of this assignment was to create a case study that might occur in any school. We developed a case study based on our personal knowledge and experience in order to present the need for our guidance. Here is our fictional case study:

Jane is an LRT for a small rural high school. The school offers many Special Education programs, that she oversees, but are all run by classroom teachers. During the course of a regular Team Meeting, one of these classroom teachers, Alex, approaches the subject of the Growing Success document for his mixed-exceptionalities alternative education class. The class is a full day program that offers grade nine and ten students with exceptionalities a self-contained classroom where they can earn credits at their own pace. Often the lessons are connected, so that every student can work together and share their ideas, even though they may be earning different level credits. The goal of the program is to teach coping skills and learning strategies and to reintegrate these students back into the mainstream school.

The class is composed of nine mixed-exceptionality students who are struggling in the regular credit courses, but are capable of earning credits and therefore not eligible for a K-credit class.

Alex teaches three students with severe behavioural exceptionalities (ODD) caused by FAS, two students who are deaf and hard of hearing; one student requires an ASL interpreter, the other an FM transmitter. There are also four students who have various learning disabilities and difficulty coping in the regular classroom. Aside from Alex and the interpreter, they have one full time Education Assistant, making the adult to student ratio 1: 3.

His program goal is to integrate all of these students back into the mainstream population. He was concerned that because of the group of students that he teaches, he would have trouble putting together Growing Success activities where the eclectic group would strive in the "as," "of," and "for" learning assessment model, as well as be constructive with self and peer reflection. Because of the nature of the student’s exceptionalities, he was looking for support from the LRT to create a model where these students could be familiar with the Growing Success policy when they are eventually integrated back into the mainstream school.

Jane understands the importance of familiarizing the students with the Growing Success policy for the reintegration of the students, but also the difficulty of engaging such a class in the policy.

Jane is asked to create a working document outlining strategies connecting IEP modifications and accommodations while using the Growing Success policy in this classroom