James Watts
SPEC 508
Dr. Tracy Amerman
October 14, 2015
Written Report
A Case Study & Student Reflection: “Margaret”
A Profile: Who Is Margaret?
“Margaret” is a fifteenyear old ninth grade female student attending a high school in Hudson
County, New Jersey, with a student population of approximately 1,850 young men and women. Ethnically, she has self identified as “part Brazilian, part Spanish and part German.” Per her Individualized Education
Plan, Margaret has been classified as “Emotionally Disturbed” by the school district while she was in elementary school; since then, she has received Special Education Services. According to the NJAC 6A:14
Special Education Code of New Jersey, the educational performance of students under this classification …show more content…
Currently, she talks about one day becoming a counselor or psychologist, because she is “good at listening to drama and giving advice”. Margaret has a soft side to her, one that is concerned with helping others and caring for people in need; perhaps it is due the fact that she can identify so closely with feelings of emotional instability, sadness and anger.
Margaret’s Inclusion Journey
Within the Special Education realm, the student began in a Resource setting and had success. She displayed a willingness to learn, be exposed to new subjects and content, especially related to history, and display her “skills”, as she calls them, on the SMARTBoard and via assigned class projects. In most of her
Resource subjects during her eighth grade year, Margaret regularly completed homework on time and was compliant in regards to completing assignments in the classroom. As of September of the 201516 school year, she has been placed in an Inclusion setting for two of her four core content classes. She can take a while to get prepared at the beginning of class, and her social nature has her becoming more talkative …show more content…
It would be recommended that she attends help period (a time before and after regular school hours dedicated for students seeking help), or work with a student tutor assigned from the school’s Guidance Department, but she appears to be remaining confident in her abilities and has the potential to maintain a high level of ambition throughout the school year.
Challenges Of The Inclusion Setting
According to New Jersey state law, students with various disabilities all have the right to be educated in the least restrictive, and most beneficial, environment possible. The Inclusion setting is aimed to provide these students, as well as their peers without handicaps, with the awareness of differences between individuals. There have been far too many examples of how segregating not only students, but people at large, can lead to the development of an environment of intolerance, misunderstanding, and even violence.
Students with disabilities can be classified into two categories: those with visible physical handicaps, and those who endure emotional disabilities, whether they be moderate or severe. Since the latter
SPEC 508
Dr. Tracy Amerman
October 14, 2015
Written Report
A Case Study & Student Reflection: “Margaret”
A Profile: Who Is Margaret?
“Margaret” is a fifteenyear old ninth grade female student attending a high school in Hudson
County, New Jersey, with a student population of approximately 1,850 young men and women. Ethnically, she has self identified as “part Brazilian, part Spanish and part German.” Per her Individualized Education
Plan, Margaret has been classified as “Emotionally Disturbed” by the school district while she was in elementary school; since then, she has received Special Education Services. According to the NJAC 6A:14
Special Education Code of New Jersey, the educational performance of students under this classification …show more content…
Currently, she talks about one day becoming a counselor or psychologist, because she is “good at listening to drama and giving advice”. Margaret has a soft side to her, one that is concerned with helping others and caring for people in need; perhaps it is due the fact that she can identify so closely with feelings of emotional instability, sadness and anger.
Margaret’s Inclusion Journey
Within the Special Education realm, the student began in a Resource setting and had success. She displayed a willingness to learn, be exposed to new subjects and content, especially related to history, and display her “skills”, as she calls them, on the SMARTBoard and via assigned class projects. In most of her
Resource subjects during her eighth grade year, Margaret regularly completed homework on time and was compliant in regards to completing assignments in the classroom. As of September of the 201516 school year, she has been placed in an Inclusion setting for two of her four core content classes. She can take a while to get prepared at the beginning of class, and her social nature has her becoming more talkative …show more content…
It would be recommended that she attends help period (a time before and after regular school hours dedicated for students seeking help), or work with a student tutor assigned from the school’s Guidance Department, but she appears to be remaining confident in her abilities and has the potential to maintain a high level of ambition throughout the school year.
Challenges Of The Inclusion Setting
According to New Jersey state law, students with various disabilities all have the right to be educated in the least restrictive, and most beneficial, environment possible. The Inclusion setting is aimed to provide these students, as well as their peers without handicaps, with the awareness of differences between individuals. There have been far too many examples of how segregating not only students, but people at large, can lead to the development of an environment of intolerance, misunderstanding, and even violence.
Students with disabilities can be classified into two categories: those with visible physical handicaps, and those who endure emotional disabilities, whether they be moderate or severe. Since the latter