Sydney Baker Roster #3

Case Study: Amy Rothman

Summary:

This case study is about the mother of an autistic child who is also gifted wanting her

child to take college courses instead of his resource in order for him to “make up for lost time”

while having the school district pay for the classes. Giftedness is not included in the IEP

requirements, but the mother believes that her sons autism should allow for his IEP to also cover

his giftedness. The students resource teacher is trying to help him socialize more with his

classmates and they seem to be open to him. The main problem in his case study seems to be

centered around the mother wanting her child to go to college courses while the school district

does not want to pay for them, and the child’s resource teacher wants him to continue practicing

socialization. The difficulty seems to be centered on the parents wanting to further the child’s

education beyond his school’s parameters and the school needing to provide a well rounded

education for the child.

1. What are the major arguments against Nathan attending this course?

a. The money.

b. He hasn’t had enough socialization.

c. He’d have to skip his resource period.

d. Giftedness isn’t listed among things public schools must provide assistance for.

2. If you were in the position to decide this case, what would you do?

Honestly, I’d want the case to be decided in favor of the district. The resource teacher knows

what she is doing and has been helping the student practice socializing, helping him become
more relaxed in social settings. The case study did not cover the student’s thoughts on going to

college courses. We know that he is very intelligent, but he is also learning how to make up for

the difficulties caused by his autism. The resource teacher would know best if the student should

stick with practicing socializing or work more on his schooling.

Anne Holt Case Study:

My Observations:

• Never raised voice

• Class is in constant motion

• Kids mostly self-directed

• There is a set plan for the day and they stick to it

Anne’s Talents/Stuff That Didn’t Make Sense:

• The book bags and student published books were awesome!

• I think that she understood the kids well and seeks to understand them more than the

average teacher would. One can tell that Holt wants what’s best for the kids no matter

what and that the kids feel that in some way.

Marsha Warren Case Study:

Why is the class failing?

• They keep getting distracted by the troublemakers or distracting themselves.

• Class has many arguments at random times.

• Several students are stubborn and refuse to cooperate with other students/teacher.

• The class discipline just isn’t really working.

 • Maybe it’s time to try something new in the way of discipline.

What Should Happen When She Walks Back In:

• Maybe two minutes of quiet cooldown with music or something? Increase the time if

they’re loud.

• Quietly take each “troublemaker” out of the classroom individually and talk, looking for

the root cause of their issues.

Long Term Suggestions:

• Set up a plan to work on rewarding good behavior for both individual students and the

classroom as a whole.

• Have short check-ins between reading groups and/or whenever possible. This would

mean going around the room and check in with the kids to see what they need help with

and getting in time for one-on-one instruction for difficult assignment parts.