Case Study: Special Education 1

Topic 4 Case Study: Special Education

Keisha Thompson
Grand Canyon University
EAD-519 Clinical Internship 1: Learner-Centered Leadership
Instructor: Dr. Middleton
September 18, 2023
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The case revolves around a K-8 elementary school where the assistant principal oversees

the counseling and special education departments. The school serves a large student population,

including 100 students with 504 plans and 180 students with IEPs who require various

accommodations. However, due to staffing cuts, the testing center coordinator position in the

special education department was eliminated. This has resulted in a challenge for regular

classroom teachers in providing testing accommodations for students with 504 plans, leading to

concerns from teachers, parents, and students.

The issues to be resolved are: 1. How to effectively provide testing accommodations for

students with 504 plans given the staffing cuts and the removal of the testing center coordinator?

2. How to address the dissatisfaction and concerns of regular classroom teachers, parents, and

students regarding the changes in testing accommodations? The stakeholders involved in the

issues are the regular classroom teachers, students with 504 plans, parents of students with 504

plans, students with IEPs, special education teachers, assistant principal, and school district

administrators.

The existing laws or court rulings related to the issues are Section 504 of the

Rehabilitation Act of 1973. “This was the first federal law passed to prohibit discrimination

based on disability. It covers any entities that receive federal funding, including all public

schools and many private ones.” (The University of Kansas, n.d.). This federal law mandates that

students with disabilities, including those with 504 plans, receive appropriate accommodations to

ensure equal access to education. “The Individuals with Disabilities Education Act (IDEA)is a

law that makes available a free appropriate public education to eligible children with disabilities

throughout the nation and ensures special education and related services to those children.”

(IDEA, n.d.). IDEA governs the rights of students with disabilities, including those with IEPs,
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and requires schools to provide a free and appropriate public education (FAPE) to eligible

students. The school district likely has policies related to special education services, including

the provision of accommodations for students with 504 plans and IEPs.

Solutions to the Issues: 1. Reevaluate Staffing: Reassess the staffing decisions made at

the end of the last school year. Consider the financial constraints against the impact on students'

educational experiences and parents' concerns. 2. Teacher Training and Support: Provide training

and support for regular classroom teachers to help them effectively manage testing

accommodations for students with 504 plans. 3. A possible approach is to examine the budget to

determine whether it is possible to create a part-time or shared role to reassign personnel to the

testing center at particular periods.

The chosen solutions are to reevaluate staffing decisions and to provide training and

support for regular classroom teachers. The action steps for implementing each solution:

Reevaluate Staffing:

1. Form a committee of key stakeholders, including teachers, parents, and administrators, to

review the impact of staffing cuts on student services.

2. Conduct a cost-benefit analysis to determine the feasibility of reinstating the testing

center coordinator position.

3. Present the findings and recommendations to the school district administrators for

consideration.

4. If reinstating the position is not possible, explore alternative solutions for managing

testing accommodations for students with 504 plans.

Teacher Training and Support:

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1. Develop a training program that focuses on effective testing accommodation strategies

for students with 504 plans.

2. Schedule training sessions for regular classroom teachers and provide resources and

materials.

3. Create a support system where teachers can seek guidance and assistance when

implementing testing accommodations.

4. Monitor the implementation of testing accommodations and gather feedback from

teachers to refine training and support efforts.

The potential moral and legal consequences of each solution: Reevaluate Staffing - This

solution may lead to a more equitable distribution of resources and support for students with

disabilities, which aligns with moral principles of fairness and inclusion. Reinstating the testing

center coordinator position may ensure compliance with Section 504 and IDEA, reducing the

risk of legal challenges related to inadequate accommodations. Teacher Training and Support-

Providing training and support for teachers demonstrates a commitment to meeting the diverse

needs of students, which aligns with moral principles of equity and educational access. Adequate

training and support can help ensure that students with 504 plans receive appropriate

accommodations, reducing the risk of legal challenges related to non-compliance with Section

504.

Rationale

The proposed solutions to address the challenges in the case study are grounded in

professional ethics, integrity, fairness, social justice, individual student needs, collaboration,
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trust, learning, and high expectations. These solutions aim to uphold these principles in the

following ways:

Reevaluating Staffing reflects professional ethics by prioritizing the well-being and

equitable treatment of all students. It demonstrates integrity by acknowledging the potential

negative impact of staffing cuts on students' educational experiences. Fairness is upheld by

conducting a thorough cost-benefit analysis to ensure that the decisions made align with the

school's moral duty to provide equal opportunities for students with disabilities. Offering training

and support to regular classroom teachers aligns with professional ethics by recognizing the

responsibility of educators to meet the diverse needs of their students. It demonstrates integrity

by providing teachers with the tools and knowledge needed to fulfill this responsibility

effectively. Fairness is upheld by ensuring that all students, regardless of their learning needs,

receive equitable access to quality education.

Social justice is promoted by acknowledging the potential disparities in access to

educational accommodation that may result from staffing cuts. By addressing this issue, the

solution seeks to ensure that students with disabilities have their individual needs met, aligning

with the principles of equity and justice. Providing training and support for teachers promotes

social justice by recognizing the importance of inclusive education. It ensures that individual

student needs are met by equipping teachers with the skills to implement testing

accommodations effectively. This solution emphasizes the value of educational access for all,

regardless of disability.

Collaboration is fostered by forming a committee of key stakeholders to review staffing

decisions. This collaborative effort promotes trust among teachers, parents, and administrators,

as their input is considered in the decision-making process. Learning is facilitated through a cost-
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benefit analysis, which allows stakeholders to gain insights into the complexities of resource

allocation. High expectations are set by the commitment to providing necessary resources and

support to meet the diverse needs of students. Collaboration is encouraged through the

development of a training program that involves input from educators, special education staff,

and administrators. Trust is built by offering ongoing support and resources to teachers as they

implement testing accommodations. Learning is promoted through professional development

opportunities. High expectations are set by equipping teachers with the tools to effectively

accommodate students with disabilities, thereby fostering a belief in their ability to meet these

students' needs.
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Reference

IDEA. (n.d.). Individuals with disabilities education act. Retrieved from:

https://sites.ed.gov/idea/about-idea/

The University of Kansas (n.d.). Three Laws Governing Education for Students with Disabilities.

Retrieved from: https://educationonline.ku.edu/community/three-federal-laws