1. Teacher Perspective
1.1. -teacher feels conflicted between the parent and principal perspectives
1.1.1. -teacher knows that the current strategy of the "inclusion pals" (having Blaine become an honorary member attend social events and practices with the football team) has worked in the past to help Mel feel included in the school community
1.1.1.1. -teacher feels that Blaine needs to be incorporated within the school community in order to develop social links and potentially overcome his moroseness
1.1.2. -teacher will be familiar with what happened to Mel after the football team graduates and recognize that once the football team graduates, Blaine will likely lose all social links and become more morose
1.1.2.1. -teacher feels that the current strategy is very risky for Blaine in the long term
1.1.2.1.1. -teacher will respond by suggesting improvements to the current strategy that will allow Blaine to develop social skills and links that he can use in the long term
1.2. -teacher feels that Blaine's abilities are not accurately noted in the IEP and will advocate for retesting and doing something to combat learned helplessness
1.2.1. -teacher has recognized that Blaine is cognitively more capable than his academic work indicates, suggesting that the learned helplessness is likely manifesting in the form of motivational or affective deficits
1.2.2. -teacher will respond by advocating for retesting Blaine to strengthen his IEP
1.2.2.1. -retesting could determine what, if any, affective deficits (e.g. depression, anxiety, listlessness) Blaine has developed due to learned helplessness
1.2.2.2. -retesting could also reveal Blaine's areas of weakness, providing teachers with an indication of what Blaine needs to work on
1.2.2.2.1. -overcoming areas of weakness will help improve Blaine's motivation and self-efficacy
1.2.2.3. -strategies and treatment could be suggested to help Blaine cope with any affective deficits and overcome any motivational deficits
1.3. -teacher feels concerned about Blaine's future so advocate for changes to the program
1.3.1. -teacher is aware of what happened to Mel and recognizes that Blaine will need to develop social links that will last beyond high school
1.3.2. -teacher understands that Blaine will need an exemplar to model how he can manage his learned helplessness
1.3.3. -teacher will respond by suggesting modifications to the current strategy to provide Blaine with a model and mentor so that he can achieve the skills he needs to work with his learned helplessness
1.4. -teacher responds by suggesting different inclusivity measures to incorporate Blaine in the school community and develops a new strategy
1.4.1. -teacher knows and realizes Blaine needs a peer-aged mentor to model behaviours and provide occasional external motivation until Blaine develops his own motivational behaviours
1.4.2. -teacher responds by suggesting elaborating on the "inclusion pals" program to develop a new strategy
1.4.2.1. -teacher's new strategy would include turning the self-contained classes into a learning zone where volunteer students can model behaviours for students in need
1.4.2.2. -teacher's strategy would also include partnering students in need with a volunteer student at lunch so that they can work on developing social skills if need
1.4.2.3. -new program would also include other excursions (e.g. movie trips, dinners, picnics, hikes) where students can work on developing skills outside of a classroom setting
2. Principal Perspective
2.1. wants to run the program for more good press, will negotiate changes to make parents happy
2.2. is on board to encourage inclusion
2.3. pushes for well established strategy
2.4. Point 4
3. Summary: Blaine has just finished his first year of high school which did not end in the most positive way. Blaine started his year in class rooms with his peers, as his school encourages inclusion, but he ended the year in the makeshift self contained classes that the school offers. Blaine is diagnosed with fetal alcohol syndrome which has affected his development as he is currently learning at a grade 4/5 level. However, anyone who has worked with Blaine says that he is more advanced than that intellectually and Blaine does not work to his potential likely due to a sense of learned helplessness. To help Blaine with his future learning the school would like to make him an "inclusion pal" which is an honourary member of the football team. This program was very successful in the past with another student and gave the school some very favourable press. Blaine's parents are worried about this plan because although it greatly benefitted the previous participant during school, the loss of the program after graduation undid all the good done previously. Blaine's parents may consider the program if the school makes some changes for support after graduation.
4. Interpretation/Connection to Text
4.1. -in the Bennett et al. text (pg. 168) fetal alcohol syndrome is outlined as both an intellectual and developmental disability; chapter 11 of this text (pgs. 159-176) outlines strategies to help students with intellectual and developmental disabilities
4.1.1. -Chapter 11 outlines some issues in the field and instructional implications that are noted in this case study
4.1.1.1. Issues in the Field
4.1.1.1.1. Normalization
4.1.1.1.2. Inclusion
4.1.1.2. Instructional Implications
4.1.1.2.1. -the text indicate a range of characteristics and factors teachers need to be aware of when working with students with exceptionalities
4.1.1.2.2. -in this case study teachers working with Blaine will need to be prepared to address learned helplessness, academic achievement, social adjustment, and self-esteem
4.2. -in the Woofolk et al. text (pg. 415) it is indicated that learned helplessness occurs when students come to believe failure is inevitable as events and outcomes in their life are out of their control
4.2.1. -learned helplessness manifests itself in three areas of deficits: cognitive, motivational, and affective
4.2.1.1. Cognitive Deficits
4.2.1.1.1. -develop when students are pessimistic about learning and miss opportunities to practice and improve
4.2.1.1.2. -having spent time in a hospital school, Blaine preforms academically at a significantly lower age level
4.2.1.2. Motivational Deficits
4.2.1.2.1. -develop when students feel hopeless and expect to fail, so they do not even bother trying
4.2.1.2.2. -Blaine is reportedly unwilling to do anything for himself
4.2.1.3. Affective Deficits
4.2.1.3.1. -students develops affective deficits as a response to preforming poorly
4.2.1.3.2. -Blaine is reportedly overwhelmingly morose
4.3. -as per the Complexity of Instruction handout, design for learning is an important component of instruction that needs to be addressed in order to promote student learning
4.3.1. -in this case study it is evident that the self-contained ad hoc classes are not designed with the success of students with exceptionalities in mind
4.3.1.1. -these classrooms appear to be a dumping ground for students who do not fit in a "typical" classroom
4.3.2. -a new strategy needs to be developed for Blaine that focuses on engaging him and providing him with learning opportunities that are relevant and authentic to his learning styles
4.3.2.1. -this strategy could include using student volunteers as role models for Blaine to observe and develop social and motivational skills
4.3.2.2. -consultation must be done with Blaine in order to determine what instructional strategies he needs to learn and succeed
4.4. -in Bennett et al. text(pg 60) Preparing IEPs mentions how an IEP is developed and in case of Blaine ,special education legislation needs are met
4.4.1. -Blaine has an IST and a medical report which implies the existence of an IEP
4.4.1.1. -Teachers believe Blaine's skills and capability are greater than the IEP reports. This could imply a need to retest Blaine.
4.5. -in the Bennett et al. text(pg 20) it mentions that inclusion is although no longer an issue but certainly a concern.
4.5.1. -the principal is committed to inclusion in classroom but there are 3 self contained classrooms
4.5.1.1. -4 students have already stayed in the self contained classrooms for their entire school year,Blaine is the fifth student.
4.5.1.1.1. -not doing any good to students by isolating them from the rest of the school and class
4.5.1.1.2. -Mel underwent a trauma after being away from the schoo l activities
4.5.1.1.3. -there are high chances that Blaine will have to go through the same kind of situation as Mel
4.6. -in the Bennett et al. text(pg 72) what makes an IST successful shows a list of things that are necessary for the success of the team. Like meet at regularly scheduled intervals,receive pertinent information before meeting,keep records ,etc.
4.6.1. -the school adminstration responsible for Blaine's case did not seem to have pertinent information about the inclusion pal program and it's affects on Mel
4.6.1.1. -made Blaine a part of the senior football team,in which he would be an honorary player, but only till the end of the school session.
4.6.1.2. -if they had kept record of student's performance ,they would have made necessary modification in Blaine case
5. Parent Perspective
5.1. - Blaine's parents feel concerned for their child's well being.
5.1.1. - Blaine has been in hospital for the last 3 years. Being back with his peers has been hard for him.
5.1.1.1. - Blaine should not be pushed too hard or he will shut down because he is being challenged too much
5.2. - Parents do not want to put Blaine in the inclusion pals program
5.2.1. - "inclusion pals" is too much of a risk. The experience that Mel had with the program shows that it will not have a positive impact for Blaine's future
5.2.1.1. - Blaine's mental state is already fragile after the hardships he's been through and something as horrible as what Mel went through would break him
5.2.1.2. - Blaine's high school experience should prepare him for being independent and successful in the future but inclusion pals as it is now will not do that
5.3. - inclusion pals needs to be changed
5.3.1. - Blaine's parents will support Blaine's teacher to change the program
5.3.2. - Blaine's parents could suggest that the program connects with the community to expand the connections that Blaine will make
5.3.2.1. - this way when Blaine and his new friends graduate Blaine will have made other connections that wont be lost to distance
5.3.2.2. - Blaine would also build connections in the community to help with future job opportunities
5.4. - Parents will advocate for Blaine to be included in his high school
5.4.1. - it was a shame that Blaine ended the year in the self contained classes
5.4.1.1. - Blaine needs support so that he can re-enter the typical classes
5.4.2. - Blaine needs a program that will help to develop better social skills so he can interact with his peers successfully
5.4.2.1. - Blaine has a hard time forming relationships so gaining these skills will be important for the future