Vanessa is a student of average intelligence with no obvious learning disabilities, but rather su...

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Vanessa is a student of average intelligence with no obvious learning disabilities, but rather suffers from emotional behavior disorders based on her actions displayed during her five years at school. Vanessa's estranged father has now moved her to a new school with limited resources in their special education program which Vanessa has benefited from in the past. Vanessa is now in a new environment with a community she is unfamiliar with and who is unfamiliar with her and her exceptionalities. This will be detrimental to the successes Vanessa has experienced at her old school with the special education program. By bringing Vanessa to a school with an absolute inclusion policy, Vanessa will not be able to reach her full potential and experience growth due to a type of environment that does not foster her academic abilities. by Mind Map: Vanessa is a student of average intelligence with no obvious learning disabilities, but rather suffers from emotional behavior disorders based on her actions displayed during her five years at school. Vanessa's estranged father has now moved her to a new school with limited resources in their special education program which Vanessa has benefited from in the past. Vanessa is now in a new environment with a community she is unfamiliar with and who is unfamiliar with her and her exceptionalities. This will be detrimental to the successes Vanessa has experienced at her old school with the special education program. By bringing Vanessa to a school with an absolute inclusion policy, Vanessa will not be able to reach her full potential and experience growth due to a type of environment that does not foster her academic abilities.

1. Principal

1.1. Frustrated about the limited resources the school has to offer children with disorders.

1.2. Willing to sit with father and teacher to discuss action plan to insure move to new school is seamless as possible

1.3. What kind of Psychological Services should be involved with Vanessa?

1.4. How will absolute inclusion work for Vanessa? Will she be able to remain a student at this school if this is a problem?

1.5. Vanessa may revert back to her original (old self) due to the lack of E.A. and support system.

1.6. A Diagnostic test must be arranged prior to integrating Vanessa into the Grade 5 classroom. This should be set up by myself (the Principal) and the teacher, outside resources.

1.7. Encourage parent to find outside resources for Vanessa to supplement the old programs at her school

1.8. What support can I provide to Vanessa's teacher to ensure that she is able to accommodate Vanessa's needs?

1.9. Vanessa's father's lack of precedence in her education may be hindering her ability to learn. I am worried that this move may not be the best decision for her.

2. Parent / Guardian

2.1. Wants to move her to a school without appropriate learning resources for Vanessa

2.2. Recently has gained custody to his daughter after being estranged for her whole life

2.3. Mother lost custody after jailed for murder when Vanessa was 8

2.4. Why are so many people telling me what's good for my child? I am her legal guardian and I will make decisions for her.

2.5. It's the school's fault that my child is reverting back to her previous disorderly behaviors because they do not have the appropriate resources available to my child

2.6. I want her to go to school with her siblings and they attend this school

2.7. I could consider allowing Vanessa to go back to her old school if she cannot integrate well at the new school and if they cannot provide the appropriate support she needs.

2.8. Share anecdotal information with new teacher from previous teacher's notes

2.9. I just want my daughter to have a stable home. She has had a rough home-life in the past and it is time that she lives with me and my wife & kids. We are good parents and will provide love and care to Vanessa.

2.10. PPM 119 says that the schools are obligated to review, develop, implement, and monitor equity and inclusion policies to support Vanessa's achievement. I want her including in a classroom with her peers and this new school's inclusion policy will allow this.

3. Student

3.1. Familiar EA's help with day-to-day issues

3.2. Prior to being placed in a "junior resource class", Vanessa displayed extreme behaviour including screaming at maximum pitch when dissatisfied, biting, scratching and pulling hair as forms of communication.

3.3. Routines at new school may upset her

3.4. Behavioural issues displayed in the classroom

3.5. At her old school, resource team has decided that Vanessa has displayed improvement in her behaviour and is ready to spend part of the day in a regular Grade 5 classroom.

3.6. Vanessa's seems to act in appropriate manners when accommodated for. For example, when she works with her favourite E.A.

3.7. Vanessa's mother was put in jail when she was 8 years old. She was taken over by Children's Aid, which has ultimately contributed to her aggressive behaviour and perhaps anger at her situation. Her behaviour represents emotional-behaviour issues.

3.8. "I don't want to move to a new home/school with siblings and a father I have never met and without my E.A's and support system.

3.9. "Things aren't likely to get better, I don't have any help that I used to at my old school, I think I feel depressed".

3.10. "I'm afraid that I will feel neglected or rejected both at school and at home"

3.11. "I'm not getting the attention that I got at my old school, so maybe raising my voice , biting and acting out will get me the attention/support I need".

3.12. My proposed action plan would include wanting assistance in regards to the transition into this new school, in order to ensure that the coping mechanisms that were available at my old school will be available to me at my new school.

3.13. I may consider going to the Student-Support Leadership Initiative to get assistance with my behavioural and emotional difficulties.

4. Teacher (New)

4.1. Concerned about Vanessa's ability to focus in class without allowing her social and family life issues affect her attention

4.2. How can I get Vanessa to calm down when displayed behavioural issues in class?

4.3. How can I engage Vanessa?

4.4. How can I help Vanessa regarding feelings of Abandonment?

4.5. What advice should I give to Vanessa's father regarding Vanessa's school performance and mental health?

4.6. Can Vanessa keep up with a grade 5 curriculum? Will she revert back to her old ways because of the unfamiliar environment?

4.7. Diagnostic testing must be completed before Vanessa can be integrated into the current classroom curriculum

4.8. What if Vanessa develops anxiety from the changes in her life that it compromises her ability to learn?

4.9. Based on the results of the diagnostic test, I, the teacher, may have to accommodate/modify programs and provide differentiated instruction

4.10. Social Skills: Vanessa may have adjustment problems and may drop out of secondary school in the future or may not want to come to school at all. Behavioural Approaches: plan and provide opportunities to promote positive feelings towards learning for Vanessa.

4.11. I will talk to the previous teacher to ask what she did to work with Vanessa's behavioural problems

4.12. Teacher could employ positive and negative reinforcement and punishment in order to in order to change Vanessa's behaviour in the classroom.

4.13. I am concerned, worried and anxious about Vanessa entering my classroom for the full day without having any extra support.

4.14. The Child Behavior Checklist must be completed to determine the next phase of the program and placement for Vanessa