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Ed 492 Fape Case Study PDF

Rhonda has an IEP that places her in a regular third grade classroom with accommodations and support from a special education teacher. While Rhonda benefits academically and socially from inclusion, her regular education teacher Ms. Jackson does not fully implement Rhonda's IEP. In contrast, special education teacher Ms. Mills makes a good faith effort to follow the IEP. There are legal consequences for Ms. Jackson's failure to adhere to the IEP. Improved communication between the teachers could help resolve their conflict over Rhonda's placement and support.

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675 views2 pages

Ed 492 Fape Case Study PDF

Rhonda has an IEP that places her in a regular third grade classroom with accommodations and support from a special education teacher. While Rhonda benefits academically and socially from inclusion, her regular education teacher Ms. Jackson does not fully implement Rhonda's IEP. In contrast, special education teacher Ms. Mills makes a good faith effort to follow the IEP. There are legal consequences for Ms. Jackson's failure to adhere to the IEP. Improved communication between the teachers could help resolve their conflict over Rhonda's placement and support.

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© © All Rights Reserved
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ED 492 FAPE Case Study: Rhonda

1. Discuss the appropriateness of Rhonda’s placement in the regular classroom in these


areas: academic benefit, nonacademic benefit, the effect of Rhonda on the regular
classroom, and cost. In light of this discussion, discuss the least restrictive environment
for Rhonda.
a. Academic benefit: Rhonda would benefit by seeing the materials and content that
a third grader should be learning. Exposure to the academic content would be
beneficial to Rhonda.
b. Nonacademic benefit: Rhonda would benefit nonacademically in the areas of
social and emotional learning. She would learn how to work with students and
work through the difficult problems. She may also benefit from the regular
classroom because her self-esteem would be boosted when she showed great
knowledge in mathematics and verbal skills. Instead of being put in the self-
contained classroom, she would have the opportunity to learn from the non-
disabled children in both social and emotional aspects.
c. The effect of Rhonda on the regular classroom: Rhonda would need more
attention due to the accommodations and modifications that are necessary for her
to succeed in the classroom, but other students may also benefit from the changes
that Ms. Jackson is making to accommodate Rhonda. The students could also
learn from Rhonda’s learning disability in the classroom.
d. The costs would be time that the general education teacher must put in to help
Rhonda succeed and personnel that Rhonda would receive services from. For
example, Rhonda may need assistance from a paraprofessional aid or the special
education teacher.
e. In light of this discussion, I believe Rhonda would benefit from splitting time
between the self-contained classroom and the regular classroom. She could work
on math and verbal speaking skills in the general education classroom, but then
work on reading, spelling, science, and social studies in the special education
classroom. This would be the most beneficial use of Rhonda’s time.
2. Given the information provided on accommodations and adaptations within the regular
classroom, was Rhonda’s IEP appropriate? Why or why not?
a. Rhonda’s IEP was appropriate because she could be successful in the general
education classroom with assistance from the special education teacher. Rhonda
did not need to spend her entire day in the special education classroom, but she
did need extra assistance, accommodations, and modifications.
3. What are the possible legal consequences of Tranita Jackson’s behavior?
a. Ms. Jackson did not perform the accommodations and modifications that the IEP
stated, so technically she broke a legal agreement. Ms. Jackson could be taken to
a due process hearing or receive punishment from the school district since she did
not follow the laws.
4. Did Ms. Jackson make a good faith effort to carry out Rhonda’s IEP? Did Ms. Mills
make a good faith effort to carry out Rhonda’s IEP? What evidence supports your
answers?
a. Ms. Jackson did not make a good faith effort to carry out Rhonda’s IEP because
she did not follow through with the accommodations and modifications that were
stated on the IEP. For example, she did not send Rhonda to Ms. Mills for the full
last period of the day. Another example is that Ms. Jackson did not give Ms. Mills
the correct information for the science and social studies lessons, so Rhonda’s
study guides were not appropriate.
b. Ms. Mills made a good faith effort to carry out Rhonda’s IEP because she tried to
follow through on all the accommodations and modifications listed. For example,
she asked for the science and social studies information the week before so she
could create study guides. Another way that she followed the IEP was by walking
to the regular education classroom to get Rhonda for the check out time. Finally,
after Ms. Mills was discovering issues with the way the IEP was being handled,
she called another IEP meeting to try to solve the issues. She tried to give her
opinion even though the rest of the group members would not cooperate with her.
5. What would be an appropriate way to resolve the conflict between the two teachers?
a. The appropriate way to resolve the conflict between the two teachers would be
better communication from the start. The teachers should have been on the same
page with the same goals in mind before the initial IEP meeting concluded. Ms.
Jackson and Ms. Mills should have been working towards the same goals for
Rhonda’s educational benefit. Finally, the principal should have listened to
everyone’s opinion before making a decision about Rhonda’s LRE.

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