1. PART THREE: Shareholder Perspectives
1.1. Teacher: Jordan Williams
1.1.1. As one of Blaine's teachers, I can't help but feel as though I've let him down. Perhaps there should have been a more established transition period for Blaine coming into his frist year of high school, especially considering the number of years he spent in the hospital's school system. Moving from that environment right into secondary school is a major leap and may have been more overwhelming than anticipated.
1.1.1.1. I have heard that Blaine will be participating in the Inclusion Pals project. While I don't doubt the validity of its past success, I do share some of his father's concerns about the program, and I believe that there are other options that may speak Blaine that may not have the caveat of abdonement at the end.
1.1.1.1.1. Since Blaine is entering grade 10 next year, he will be eligible for the co-operative education program. This could provide Blaine with the exposure to environments and indepdence he needs and the potential to build his own personal connections, opposed to the constructed relationships of the Inclusion Pals projects.
1.1.2. I'm disappointed in the fact that Blaine had opted for a self-contained class for the last quarter of the year; his other teachers and I are sure of his potential, and know his output is not an accurate representation of his abilities.
1.1.2.1. Creating an IEP and accommodations will allow Blaine to continue building the skills necessary as he moves on his educational journey.
1.2. Parent/Guardian: Tyler Ustrzycki
1.2.1. I want what's best for my son. Not just in the interim, but for his entire life.After high school, I'm concerned that Blaine's participation in the Inclusion Pals program will only creative negative, long-lasting complications, simliar to Mel's.
1.2.1.1. I'm concerned this is just a feel-good piece for the school's administration and give a good sound bite for the media. While I don't want to sound unsupportive, I do worry that Blaine's experience will be similar to Mel's.
1.2.2. I want to see Blaine's condition improved. I have contacted the In-School Team to ensure the program will be effective and what it is it will provide for Blaine.
1.3. Principal: Jessica Whittingham
1.3.1. Since coming to our school, Blaine has made significant strides both academically and socially. While his output indicates a level of academic performance lesser than what his teachers indicate he is capable, Blaine has developed within a public school environment.
1.3.1.1. This performance gap (Learned Helplessness), has resulted in Blaine spending the last quarter of his school year in a self-contained classroom. It is extremely important to me that Blaine has access to all of the tools necessary to ensure his academic success. I believe that, moving forward and in collaboration with the IST and Blaine's parents, we work to create an IEP with differentiated instruction techniques and alternative learning expectations to ensure Blaine's success.
1.3.1.2. While in the self-contained classroom, his teacher was able to conduct consistent, ongoing assessments which will provide the Identification, Placement, and Review Committee invaluable information regarding Blaine's learning exceptionalities.
1.3.1.2.1. Due to Blaine's extensive medical history (FAS), further assessments will be required to determine the appropriate placement for Blaine, both academically and socially. Further and consistent psychometric testing should be performed in order to determine the most appropriate plan of action based on student needs.
1.3.1.2.2. The Inclusion Pals project with which the physical education department is proposing Blaine participate in appears to be a positive program for Blaine to develop. Creating an expectation for team participation and creating a postiive, community-based environment would allow Blaine to gain a crutial understanding of work ethic and teamwork - behaviours Blaine displays due to learned helplessness may lessen.
1.3.2. In understanding Mel'e post-graduation experience with the Inclusion Pals project, we now understand the implications of indiivdual cognitive information processing. When discussing with Blaine's parents, we will assess which aspects of the project will be most effective for Blaine based on his own exceptionalities and health limitations.
1.4. Student With Exceptionality: Davor Vujcic
1.4.1. Working on school things feels like it takes a lot of energy. I understand most things, but it's not easy for me to do the work. The grown-ups around me know what to do, so I like when they help.
1.4.2. I've been waiting a really long time for something to happen, but I finally feel like I might be getting somewhere in school. I heard that I can be apart of the school's football team and I'm really excited. I get worried sometimes that I might not have it in me. It's the same feeling I got when I came to high school this year.
1.4.2.1. I feel a lot better when I'm in my class, with just a few of us there. I think football will kind of feel like that.
2. PART ONE: Case Study Details
2.1. Blaine: is a 15-year-old student in his first year of secondary school; academically he works at the level of a 9-10 year old. While his school is committed to inclusion, there are three self-contained classes available on an as-needed basis. Blaine opted to join one of these classes for the final quarter of the year.
2.1.1. Blaine was diagnosed with Fetal Alcohol Syndrome. This diagnosis is the determined cause of many of his chronic symptoms.
2.1.2. Blaine exhibits a clear, "unwillingness to do anything for himself," however, his teachers insist, "that he is significantly more capable than his output indicates." His academic performance gap is a result of Learned Helplessness.
2.2. Inclusion Pals Project: The school's physical education department suggested to the In-School (IST) that, next year, Blaine becomes one of the football team's "inclusion pals." The program was deemed successful and even garnered media attention.
2.2.1. Blaine would be an honorary member of the team, meaning he would dress as a team member, but not participate in gameplay. Players would be expected to include Blaine in social activities.
2.3. Mel: was a former member of the Inclusive Pals program. After graduation, the facilitated social interactions between Mel and his schoolmates ended, resulting in feelings of abandonment and a major regression in his behaviour.
2.3.1. Mel has yet to recover from the trauma; he only sits, eats, and stares. He won't talk or interact with others.
2.3.2. Blaine's parents want assurances that this won't happen to their son.
3. PART TWO: Case Issues
3.1. Learned Helplessness
3.1.1. Learned Helplessness is a psychological state in which an individual feels powerless and unable to change their situation. As a result, a student may lapse into a passive state, allowing an adult figure to manage them (Bennett, 2019).
3.1.2. Educators may address behaviours associated with Learned Helplessness by creating a positive and supportive learning environment; adopting a growth mindset and providing opportunities to succeed independently.
3.1.2.1. Practices that may provide support to a student experiencing Learned Helplessness may include: Scaffolding: a strategy which involves breaking tasks down into manageable chunks. Normalizing failure: creating a learning opportunity and encouraging student efforts.
3.1.2.1.1. These practices can be built into alternative assessment methods (Guiang-Myers, 2021).
3.2. Fetal Alcohol Syndrome (FAS)
3.2.1. Fetal Alcohol Syndrome is a disorder associated with the consumption of alcohol during pregnancy. It is a lifelong condition that can range from minor to major, and can result in a variety of physical, behavioural, and intellectual symptoms.
3.2.1.1. While the case does not delve into the ways in which FAS effects Blaine's abilities, we can assume that the impact is significant, given that he spent 3 years in a hospital school.
3.2.1.2. In order for Blaine to integrate into secondary school successfully, he will need notable supports. An IEP would inform Blaine's learning and guide educators in providing structure and goals throughout his educational journey. However, general practices which provide structure and predictability will allow Blaine to build social and academic skills; collaboration between school officials, parents, and other professionals will be vital in achieving these aims, (Alberta Learning, 2004).