Case Study: Blaine Blaine, is 18 years old, and has just completed his first year in high school and was placed in ad hoc classroom for thoe with poor academic achievment. Along with other health issues, Blaine has Fetal Alcohol Syndrome, which has been the root of his struggles. Blaine's academic achievement level is comparable to a 9 or 10 year old, but his teachers report him being above that level. One might argue that he has developed a sense of learned helplessness in school which dampens his motivation to do things on his own. In order to accommodate Blaine’s disability, the school’s physical education department has proposed to the In-school Team (IST) that they exercise inclusionary practices for Blaine with the school’s senior football team. This was very successful in the past when the school’s football coach established this project with another special student, Mel. Blaine’s parents, however, worry that their son will experience the same abandonment Mel felt when the school’s team eventually scattered and graduated. Mel’s experience was so traumatic that he has still not recovered from the events. The parents want what is best for Blaine, but they are hesitant that they won’t be assured this series of events won’t happen to their son like it did to Mel. What they ask is for assurance from the IST that the football team’s undertaking will not end up the way Mel’s case did and want further information on what the school program will provide.