Read the attached case scenario and then answer the following questions:

1. What are 3 of the responsibilities Liz should be overseeing and/or implementing herself, instead of allowing Kara, the paraprofessional to assume these responsibilities?

Remember that an aide is a support, not an instructional leader. Aides are not certified or trained as teachers, and ultimately, the teacher is the person who is responsible for the student’s success in their classroom.

Make sure you are focusing on what Kara is actually doing in the scenario that Liz, as the general education teacher, should be doing instead of Kara engaging in these duties.

2. Discuss two strategies (instructional or behavioral) Liz can use to assist Seth with being more successful in her classroom.

Make sure these are suggestions Liz can do, as the teacher in her classroom, not what other professionals should be doing, and make sure they are classroom suggestions, not other types of suggestions. Be specific here, do not give general suggestions.

Although there are some reasons why a replacement may be advisable for Seth, Liz has not fulfilled her responsibilities for including and accommodating Seth. Liz is not upholding her ethical, professional, or legal responsibilities to Seth or the family and if this scenario were real, no special education team would allow replacement to a more restrictive environment based on the facts in this scenario. They would make suggestions for Liz to implement in her classroom, with the support of the special education teacher and possibly other professionals.

But lets’ say that Liz does the suggestions you have listed above, fulfills her role as you discussed above, and then there is no improvements in Seth’s success in the classroom.

3. What would Liz need to do and bring to the special ed team so they could discuss if a replacement to a more restrictive environment would be beneficial to Seth.

Make sure to list specific things she would need to bring to the special ed team meeting for this.

If Liz had engaged in the duties you listed in question 1, implemented the strategies you listed in question 2, and then also did what was needed in question 3, AND Seth was still not learning successfully in the classroom, now

4. Discuss one appropriate reason as to why recommending that Seth be placed in a more restrictive environment would be the best placement for Seth. Be specific here.

Use the scenario and focus on Seth's behaviors, both academically and behaviorally.

Focus on Seth-what would he gain from being in a more restrictive classroom (think about Level 4 or even Level 5 LRE).

Do not say that Seth is not meeting his IEP goals/objsor is not functioning appropriately intheclassroom.These are notactualreasons for replacement because the team could then just amend his IEP goals andobjs(and probably would).

Remember from our readings that bullying is the teacher's (and school’s) responsibility to solve, that federal law (IDEA) does not allow the impact on other students to be considered as a reason for changing a child's placement (service delivery model), and that the teacher cannot use the argument that they don’t have time/training/etc to implement appropriate inclusion strategies because teachers should be trained and it is their responsibility to fulfill all their duties (no matter whether or not their teacher ed programs, school systems, states, or schools have provided them with the skills and training! But that is a discussion for another day!)
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THIS WAS MY ANSWERS FOR THIS QUESTIONS BUT I GOT 1/6. KINDLY READ THE COMMENT OF THE PROF. TO CORRECT MY PAPER AND HOPEFULLY, GET 6/6.
Question 1

Liz should take three responsibilities on her own instead of giving these responsibilities to Kara because these duties are originally assigned to Liz as a general education teacher. As mentioned by Mason et al., Kara is just a paraprofessional, who is assigned for providing extra support to the students with disabilities. Thus, Liz should take the responsibility to give time to the three children with Individual Education Plans to help the children for completing their assigned assignments instead of giving this responsibility to Kara. Thereafter, Liz should take the responsibility to held meeting with the special education teacher named Ted once in a month for reviewing the progress of each child towards the objectives of the Individual Education Plans instead of assigning this responsibility to Kara. Furthermore, Liz should take the responsibility to contact with the parents of these three children instead of giving this duty to Kara.

Question 2

Liz can take the strategy to arrange an accommodation of Seth to assist him to be more successful in the general classroom. Liz is legally bound to arrange any accommodation that can be needed for the students with disabilities. Therefore, if Liz would arrange an accommodation, which is specified by Seth’s parents, then she can help Seth to be more successful in the general classroom. As stated by Farah, Liz can take the strategy of developing a behavior management plan to help Seth in becoming more successful in the general classroom. Liz can assure Seth of giving rewards if he will not behave aggressively with his friends in the classroom. For instance, Liz should ensure Seth that if Seth behaves with his peers with politeness then he will be given chocolates and if he behaves aggressively with his friends then he will be given nothing. Therefore, Liz can control Seth’s aggressive attitude towards his peers by implementing these two strategies.

Question 3

Liz has to convince the special education team that Seth’s behavior does not change even after providing him accommodation as recommended by the special education team. Liz has to convince the special education team that Seth’s aggressive behavior is disrupting the learning opportunities of other students by bringing one of the peers of Seth to the special education team, who will tell them that the other students of the class are not able to learn well for the aggressive behavior of Seth. In this way Liz can convince the special education team that her recommendation about the placement of Seth in special education class is valid as Seth does not belong to the general education class for his invasive behavior. Furthermore, in this way Liz can also convince the special education team that Seth’s behavior can be improved if he attends the special education classes.

Question 4

Seth is not only being aggressive verbally towards his peers but also is being aggressive physically towards his peers in the general education classroom. Therefore, the physical aggressiveness of Seth towards his peers is risky for other students as Seth can injure anyone by his incursive actions. If Seth will be placed to a more restrictive environment then he will not be able to injure his friends. Thus, Liz can state this reason for her recommendation about Seth’s placement in a special education classroom.

Work Cited

Farah, Elizabeth. "Effective Strategies Of A Behavior Management Plan." (2017).

Mason, Rose A., et al. "From the Frontlines: Perceptions of Paraprofessionals’ Roles and Responsibilities."Teacher Education and Special Education(2020): 0888406419896627.

Feedback to Learner

1) Question 2-you have nothing specific here except bribing a child with candy or punishing him with nothing.This is not appropriate for any child,but especially inappropriate with a child with ASD.You need specific classroom strategies Liz can implement here.2)Question 3-Liz should not be "convincing" anyone of anything.She is not rigging the system to try to get him out of her classroom. You need to focus on what the question is asking here and make sure you have Liz acting as a professional. 3) Question 4-effect on others is not a reason for replacement. You need to focus on Seth here. You can resubmit. (1/6)

LIST OF READINGS THAT WILL HELP TO ANSWER THIS.

+https://www.parentcenterhub.org/iep-regulareducator/

https://www.verywellfamily.com/meet-your-iep-team-3106182

+https://www.ericdigests.org/pre-9220/diverse.htm

+https://pgcconline.blackboard.com/bbcswebdav/pid-11399316-dt-content-rid-54252796_1/courses/2020SU-TED-2300-DL01/19-01-ImprovingOutcomesforSWD.pdf

+https://www.cdc.gov/violenceprevention/childabuseandneglect/acestudy/index.html?CDC_AA_refVal=https%3A%2F%2Fwww.cdc.gov%2Fviolenceprevention%2Facestudy%2Findex.html

+This is from acesconnection.com and gives the basic 10 questions about ACEs that experts are recommending be used with children. This also gives information about the original study and how to interpret a score.

Here is an additional link if you'd like more information, which is from The Center on the Developing Child from Harvard University and from NPR.https://developingchild.harvard.edu/media-coverage/take-the-ace-quiz-and-learn-what-it-does-and-doesnt-mean/

Just take a look at the items on the test. You do not have to do the test unless you choose to.https://www.acesconnection.com/blog/got-your-ace-resilience-scores

+This has a lot of great information for different ages on building resilience.Its from the APA (American Psychological Association.) https://www.apa.org/helpcenter/resilience

+https://www.healthychildren.org/English/healthy-living/emotional-wellness/Building-Resilience/Pages/Building-Resilience-in-Children.aspx

PLEASE READ ALL THE ATTACH FILES AND THE LINKS TO HELP UNDERSTAND.