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Case Study:

Ned and Mrs. Kendall

by: Raegan Stead and Jenna Kuebler


Introduction

● Ned is a student in his second year of kindergarten


● He has been assigned a full time aide through his IEP for multiple disabilities and
learning challenges
● Characteristics of his behavior include:
○ Rocking back and forth, swinging his arms, and vocalizing in a low, droning tone
○ Sitting in the back and resisting help from his teacher and classmates
● Helpful observations:
○ When he leaves the classroom for speech therapy and occupational therapy
he seems to do better than when he is in the classroom
Question 1: What additional supports might Ned need to help him be successful in his inclusive
placement? What process should be used to determine his supports?

● Implement Positive Behavior Plan


○ Ned’s behavior is the central cause of his academic abilities and is distracting for other
students in the classroom
● Progress monitor to see if behavior improves
○ Observe, assess, interview other students, etc.
● Positive Behavior Support (PBS) can be used to determine supports for Ned
by determining which stimulus and strategies work best for him
○ Can help keep him in the inclusive placement
● Change in behavior may help Ned become more comfortable in his placement
○ May allow him to accept help from classmates
○ Classmates can encourage him and strengthen target behavior
○ According to Garrote (2017), relationships with classmates add to the students’ development
Question 2: What are some support strategies and teaching strategies that
might be presented to Mrs. Kendall?

● Response to Intervention (RTI)


○ Ned could continue to participate in the general education classroom, however with the
addition of outside services, such as tutoring or group intervention sessions
○ The data proves that his best work happens outside of the general education classroom

● Positive Behavioral Intervention and Supports (PBIS)


○ Considering the negative environment that Ned has been exposed to, a positive setting could
bring unprecedented progress and success
○ PBIS strategies are widely influential on student success because they alter the instruction from
reactive methods to proactive methods (Tan, Ochoa, & Vaiouli, 2011).
Question 3: What impact might Mrs. Kendall’s negative attitude be having
on Ned’s perceived success?

● A student is only as free as his or her teachers allow!


౦ According to researchers like Parker (2008) and Peters & Stout (2011),
students usually perform at the same level that their instructors set by
their expectations

● The negativity and frustration only escalate within


pessimistic settings
○ As Mrs. Kendall expresses her own doubt, Ned becomes stressed
out himself
○ Lack of self-confidence and of motivation to try harder in the future
result in more internal obstacles
○ You can’t succeed at something if you’re not given the opportunity to try
Conclusion

● All opportunities and resources have not yet been exhausted


○ Ned should be receiving additional supports that are appropriate for him and that allow him to
function in the general education classroom
○ All options must be exhausted before recommending him to the self-contained special
education classroom
● Provide the Least Restrictive Environment (LRE), exhaust every effort, and
proceed from there onwards!
○ Once the new supports are in place, the teachers can monitor how he is responding
○ All effort should be directed towards the progress of Ned’s growth and development
References

Garrote, A. (2017). Relationship between the social participation and social skills of pupils with an intellectual disability: A

study in inclusive classrooms. Frontline Learning Research, 5(1), 1-15.

http://dx.doi.org/10.14786/flr.v5i1.266

Parker W. C., (2008). Social Studies in Elementary Education. Boston, MA: Allyn & Bacon; 13 edition.

Peters, J. M., & Stout, D. L. (2011). Science in elementary education: methods, concepts, and inquiries. Boston, MA:

Pearson/Allyn & Bacon.

Tan, P., Ochoa, T. A., & Vaiouli, P., (2011). Emotional and Behavioral Disorders: Promoting Prevention and Positive

Interventions in School Settings. Education Policy Brief. Volume 9, Number 5.