Scenarios

This is a compilation of scenarios that appear in various activities and assessments throughout this course. The scenarios have been back to their original location for quick reference, but you might opt to use these scenarios for an entirely different learning practice or assessment.

M1: What Would You Do?

Scenario 1: The Parent-Teacher Collaboration Puzzle

Background:

Dr. Garcia teaches at Jefferson Elementary, where she supports students with learning disabilities. One of her students, Emily, has dyslexia. Emily’s parents are actively involved in her education. Emily’s parents request additional accommodations beyond her IEP, including extended time for tests. Dr. Garcia faces a dilemma:

Parental Expectations:

• Emily’s parents believe extended time will significantly benefit her.
• Dr. Garcia wonders: Should she adhere strictly to the IEP, which doesn’t specify extended time, or should she consider the parents’ insights and provide the requested accommodation?

Scenario 2: The Inclusion versus Segregation Challenge

Background:

Ms. Nguyen teaches at Riverdale High School, where inclusion practices are emphasized. She has a student, Carlos, who uses a wheelchair due to cerebral palsy. Carlos expresses interest in participating in the school’s track and field team. However, the track is not wheelchair accessible. Ms. Nguyen faces a dilemma:

Track and Field Participation:

• Carlos wants to compete alongside his peers, but the track’s design excludes him.
• Ms. Nguyen wonders: Should she advocate for modifying the track to accommodate Carlos, potentially disrupting existing plans? Or should she encourage an alternative activity, preserving the track team’s routine?

Scenario 3: The Individualized Accommodations Quandary

Background:

Mr. Lee teaches a self-contained classroom for students with autism spectrum disorder (ASD) at Willowbrook Elementary. One of his students, Maya, has sensory sensitivities and struggles with transitions. Maya’s IEP specifies individualized accommodations, including a sensory break area. However, during a surprise fire drill, Mr. Lee faces a dilemma:

Fire Drill Chaos:

• The loud alarm startles Maya, causing distress. She covers her ears and curls up on the floor.
• Mr. Lee wonders: Should he prioritize the safety protocol and evacuate the class, potentially exacerbating Maya’s anxiety? Or should he bend the rules and allow her to stay in the sensory break area until the drill ends?

Scenario 4: The Confidentiality Conundrum

Background:

Mrs. Patel is a special education teacher at Oakwood Middle School. She works closely with students who have emotional and behavioral disorders. One of her students, Jake, has severe anxiety and often confides in her about personal struggles. Jake shares a deeply personal experience related to his family during a counseling session. Mrs. Patel is torn between maintaining Jake’s trust and her legal obligation to report any signs of abuse or neglect. Here’s the situation:

Jake’s Revelation:

• Jake tearfully reveals that his older brother physically abuses him at home. He pleads with Mrs. Patel not to tell anyone because he fears retaliation.
• Mrs. Patel faces a dilemma: Should she honor Jake’s trust and keep the information confidential, or should she report it to the school counselor or child protective services, potentially jeopardizing Jake’s safety?

Scenario 5: The Inclusion Dilemma

Background:

Ms. Rodriguez is a dedicated special education teacher at Maplewood Elementary School. She teaches a diverse group of students, including those with Individualized Education Programs (IEPs) and varying levels of support needs. One of her students, Alex, has Down syndrome and is part of the general education classroom for most of the day due to the school’s inclusion policy. Alex’s inclusion in the general education classroom has been beneficial in many ways. He interacts with peers, participates in class discussions, and learns from the same curriculum as his classmates.

During a science experiment, the teacher assigns groups for a hands-on activity. Alex’s group includes three other students. While Alex is enthusiastic, he struggles with fine motor skills and verbal communication. The group members are supportive, but they find it challenging to adapt the experiment to accommodate Alex’s needs. Ms. Rodriguez faces a dilemma: Should she intervene and modify the experiment to ensure Alex’s full participation, potentially disrupting the flow of the lesson for other students? Or should she let the group handle it independently, risking Alex feeling left out?

Parent Expectations:

• Alex’s parents are actively involved in his education. They appreciate the inclusive environment but express concerns about his progress. They want Alex to thrive academically and socially.
• Ms. Rodriguez faces conflicting expectations: Should she prioritize Alex’s academic growth while balancing parental expectations, or should she focus solely on fostering a positive social experience for him?

M2: Scenario-Based Exploration

Scenario 1

Claire is an eight-year-old second grader from New Jersey. Claire’s empathetic nature allows her to connect with peers emotionally. Despite academic setbacks, her resilience shines through. During silent reading, her imagination blossoms, creating rich mental landscapes. However, she struggles with reading aloud, as it negatively impacts her fluency. She also grapples with math concepts and doesn’t understand them without additional guidance.

Scenario 2

Karl is a jovial eleven-year-old sixth grader from Florida. In class, students gravitate to Karl because he has a good sense of humor and tends to be outgoing in his interactions with friends. Despite having a pronounced stutter and difficulty pronouncing certain words, Karl talks a lot and participates during class discussions.

Scenario 3

Landon is a quiet six-year-old first grader from Washington. Landon has excellent musical abilities and has been playing piano since he was three. His parents attribute this to his acute pitch detection, though sometimes his elevated hearing can make learning challenging. When things in the classroom become too loud, Landon tends to cover his ears to focus.

M3: Now and Then

Scenario 1: Mai Lam

Mai Lam is a six-year-old female second-generation Vietnamese American female child (her grandparents were refugees from Vietnam). She lives with her large, extended family: her maternal grandparents, her mother and father, and five older siblings ranging in age from 8 to 19. Mai can be shy, especially with adults. Both Vietnamese and English are spoken in the home; Mai’s grandparents can manage in English but strongly prefer Vietnamese, while her parents are completely bilingual, and she and her siblings tend to speak English unless they are conversing with their grandparents.

Mai enjoyed kindergarten, but she has been very different in first grade, especially when it comes to reading lessons. When the class begins a subject that Mai doesn’t like, she seeks ways to avoid the lesson: asking to go to the bathroom, saying that she is sick, or having an “accident,” like dropping a glass of water all over the floor. She is very quiet and withdrawn, keeping to herself during recess, and only speaking when she is compelled to do so. When Mai does speak, she can be hard to understand due to lack of articulation with certain sounds made in the back of the mouth (hard c, g, etc.). She ends many school days in tears.

Scenario 2: Rueben Washington

Rueben Washington is an eleven-year-old African American and American Indian male who lives with his mother, father, and one-year-old brother. Rueben qualifies for free/reduced lunch, and while his parents are very involved in school activities, they sometimes cannot attend events due to their reliance on public transportation.

Rueben was an excellent student throughout elementary school, but this has changed since the family moved into an older apartment building closer to the family’s work and school. Rueben has missed school due to headaches and dizziness, putting him behind on some of his schoolwork. During class, he occasionally speaks out of turn, and the gym teacher has given him many time-outs due to Rueben playing roughly with other students or throwing equipment during a game. His performance on standardized tests has dropped significantly as well. His parents are concerned that he is ill, but they aren’t sure what is causing all of these changes.

Scenario 3: Aiden Gonzalez

Aiden Gonzalez is a sixteen-year-old Chicano male who lives with his mother and his step-mother in a small, rural community. Aiden has cerebral palsy, which has presented some physical challenges during his education. His parents have very actively sought every medical and therapeutic resource to support Aiden’s development from an early age, and fortunately they have the financial means to do so. Aiden’s academic performance has been above average, and he has expressed the desire to attend college at a state school a few hours away to pursue a degree in computer science.

Aiden is unable to drive and still requires assistance in physically navigating some daily activities, he and his parents are unsure how to help him achieve his goals for after high school. They are seeking advice and support for how to help Aiden make the transition from high school to college, knowing that Aiden will not be eligible for many of the resources they have relied on for the last several years, but they are dedicated to finding solutions to help him achieve his dreams in adulthood.

M4: Navigating Parental/Guardian Refusal of Special Education Services 

Scenario 1: Fear of Upsetting the Applecart

• Type of Disability: Autism
• Grade Level: 2nd Grade
• Strengths: Exceptional memory, attention to detail, and ability in visual learning.
• Needs: Struggles with social interactions, communication, and adapting to changes.
• Reason for Refusal: The parents fear that introducing special education services might disrupt their child’s routine, causing distress and potentially worsening their condition. They prefer to maintain the current learning environment and use strategies they’ve found effective at home.

Scenario 2: Distrust of School or Academic Community

• Type of Disability: Dyscalculia
• Grade Level: 5th Grade
• Strengths: Strong verbal skills, creativity, and interpersonal skills.
• Needs: Difficulty understanding mathematical concepts and performing arithmetic operations.
• Reason for Refusal: The parents had a previous negative experience with the school’s handling of their child’s needs. They distrust the school’s ability to provide appropriate special education services and prefer to seek external tutoring.

Scenario 3: Fear of Child’s Condition Worsening

• Type of Disability: Attention Deficit Hyperactivity Disorder (ADHD)
• Grade Level: 7th Grade
• Strengths: High energy, creativity, and ability to think outside the box.
• Needs: Difficulty focusing, impulsivity, and disruptive behavior.
• Reason for Refusal: The parents worry that the suggestion of special education services indicates their child’s condition is worsening. They fear more serious interventions might be needed and prefer to continue with the current strategies and medications.

Scenario 4: Panic or Vulnerability Leading to Indecision

• Type of Disability: Specific Learning Disorder with Impairment in Written Expression
• Grade Level: 4th Grade
• Strengths: Good oral communication skills, creativity, and social skills.
• Needs: Difficulty with spelling, grammar, punctuation, and organizing ideas for written assignments.
• Reason for Refusal: The parents feel overwhelmed by the suggestion of special education services. They are unsure about the best course of action and decide to maintain the status quo until they can make a more informed decision.

Scenario 5: Fear of Criticism from Spouse

• Type of Disability: Speech Sound Disorder
• Grade Level: 1st Grade
• Strengths: Good non-verbal communication skills, creativity, and physical coordination.
• Needs: Difficulty pronouncing certain sounds and words clearly.
• Reason for Refusal: One parent fears criticism from their spouse, who may see the need for additional services as a sign that they are not doing enough at home. They decide to refuse services to avoid potential conflict.

Scenario 6: Difference of Opinion on What’s Best for the Child

• Type of Disability: Developmental Coordination Disorder
• Grade Level: 3rd Grade
• Strengths: Strong verbal skills, good memory, and problem-solving abilities.
• Needs: Difficulty with motor skills, such as writing, buttoning clothes, or tying shoelaces.
• Reason for Refusal: The parents have differing opinions on how to address their child’s needs. One parent believes in the benefits of special education services, while the other thinks that their child can overcome their challenges through regular physical activities and practice. They decide to refuse services until they reach a consensus.

M5: Collaborative Problem Solving

Scenario 1

Meet John, a 10-year-old student from Kansas. John has been diagnosed with a specific learning disability in reading comprehension. The team, consisting of John’s teacher, parent(s), John himself, and the school administrator, needs to set goals that will help improve John’s reading comprehension skills while also ensuring that John can keep up with other subjects. Here is what we know.

• John (Student): “When I read, I understand the words, but sometimes I get confused about what the story is saying. It’s like I can see the trees, but not the forest.”
• John’s Parent(s): “At home, we’ve noticed that John often re-reads the same passages, trying to understand them. He also has difficulty summarizing stories after he’s read them.”
• Teacher: “In class, John is enthusiastic and participates actively in discussions. However, when it comes to reading comprehension tasks, he struggles. He can read the text aloud fluently, but when asked questions about the content, he often gives vague or off-topic answers. He also has difficulty making predictions or inferences based on the text. Despite these challenges, John has a positive attitude and is persistent in his efforts to improve.”
• Administrator: “As an administrator, I see John’s struggle with reading comprehension as a challenge that we need to address collectively. We have resources available, such as reading specialists and special education teachers, who can provide additional support. We also need to ensure that John’s learning environment is supportive and inclusive. It’s important that we communicate effectively with John and his parents, keeping them informed about his progress and the strategies we’re using to help him improve. Remember, our goal is not just to help John catch up, but to equip him with the skills he needs to thrive.”

Scenario 2

Meet Mohammad, a 14-year-old student from Oregon. Mohammad has been diagnosed with an intellectual disability. The team, consisting of Mohammad’s teacher, parent(s), Mohammad himself, and the school administrator, needs to set goals that will help improve Mohammad’s overall learning skills while also ensuring that Mohammad can keep up with other subjects. Here is what we know.

• Mohammad (Student): “When I learn, I understand the concepts, but sometimes I get confused about how they connect. It’s like I can see the pieces, but not the whole picture.”
• Mohammad’s Parent(s): “At home, we’ve noticed that Mohammad often revisits the same topics, trying to understand them. He also has difficulty summarizing what he has learned.”
• Teacher: “In class, Mohammad is enthusiastic and participates actively in discussions. However, when it comes to tasks that require connecting different concepts, he struggles. He can understand individual concepts, but when asked questions about how they relate, he often gives vague or off-topic answers. He also has difficulty making predictions or inferences based on the information. Despite these challenges, Mohammad has a positive attitude and is persistent in his efforts to improve.”
• Administrator: “As an administrator, I see Mohammad’s struggle with learning as a challenge that we need to address collectively. We have resources available, such as special education teachers and learning specialists, who can provide additional support. We also need to ensure that Mohammad’s learning environment is supportive and inclusive. It’s important that we communicate effectively with Mohammad and his parents, keeping them informed about his progress and the strategies we’re using to help him improve. Remember, our goal is not just to help Mohammad catch up, but to equip him with the skills he needs to thrive.”

Scenario 3

Meet Cynthia, a 7-year-old student from California. Cynthia has been diagnosed with an emotional disturbance. The team, consisting of Cynthia’s teacher, parent(s), Cynthia herself, and the school administrator, needs to set goals that will help improve Cynthia’s emotional well-being while also ensuring that Cynthia can keep up with other subjects. Here is what we know.

• Cynthia (Student): “Sometimes, I feel really sad or really angry and I don’t know why. It’s hard for me to focus on my work when I feel like this.”
• Cynthia’s Parent(s): “At home, we’ve noticed that Cynthia has intense emotional reactions to situations. She also has difficulty calming down after these episodes.”
• Teacher: “In class, Cynthia is creative and has a vivid imagination. However, she struggles with sudden emotional outbursts that seem to be triggered by minor incidents. These emotional outbursts can disrupt her focus and learning. Despite these challenges, Cynthia is a resilient child who tries to manage her emotions.”
• Administrator: “As an administrator, I see Cynthia’s emotional disturbance as a challenge that we need to address collectively. We have resources available, such as school psychologists and special education teachers, who can provide additional support. We also need to ensure that Cynthia’s learning environment is supportive and inclusive. It’s important that we communicate effectively with Cynthia and her parents, keeping them informed about her progress and the strategies we’re using to help her improve. Remember, our goal is not just to help Cynthia catch up, but to equip her with the skills she needs to thrive.”

M5: Propose an IEP Change

Scenario Setup: Jaime’s Individualized Educational Program (IEP)

Jaime is an eighth-grade student with Autism. His Present Levels of Academic Achievement and Functional Performance (PLAAFP) include:

• Academic Achievement: Jaime is currently reading at a 6th-grade level and has shown significant improvement in his reading comprehension skills over the past year. He excels in math and is performing at grade level. His writing skills are below grade level, particularly in the area of written expression.
• Functional Performance: Jaime has difficulty with social interactions and often prefers to work alone. He struggles with changes in routine and transitions between activities. Jaime has excellent attention to detail and performs well on tasks that involve pattern recognition and logical reasoning.
• Strengths: Math skills, reading comprehension, attention to detail, logical reasoning.
• Needs: Social interaction skills, adaptability to change, written expression
• Goals:
  1. Reading: By the end of the school year, Jaime will improve his reading level to 7th grade level as measured by the school’s reading assessment tool.
  2. Writing: Jaime will improve his written expression skills to write a five-paragraph essay with minimal assistance by the end of the school year.
  3. Social Skills: Jaime will participate in group activities at least twice a week and will demonstrate appropriate social interactions in various settings.
  4. Adaptability: Jaime will successfully transition between different activities and changes in routine without exhibiting signs of distress 4 out of 5 times.
• Services and Supports:
  1. Special Education Services: Jaime will receive specialized instruction in reading and writing from a Special Education Teacher.
  2. Speech and Language Services: Jaime will receive speech and language therapy to improve his social communication skills.
  3. Occupational Therapy: Jaime will receive occupational therapy to help him cope with changes in routine and transitions between activities.

Based on the above information, select one of the scenarios below that demonstrates a change is needed in Jaime’s IEP.

The Scenarios

Scenario 1:

Jaime, an eighth-grade student with Autism, has shown remarkable progress in his reading skills. Initially reading at a 6th-grade level, Jaime’s consistent efforts and specialized instruction have led to a significant improvement. Recent assessments indicate that he is now reading at an 8th-grade level, surpassing his IEP goal of reaching a 7th-grade level by the end of the school year. This rapid progress suggests a need to revise his IEP to set more challenging goals that match his current abilities and continue to foster his growth.

Scenario 2:

Jaime has always preferred to work alone due to his difficulty with social interactions. However, recent observations reveal a shift in his behavior. Jaime has been participating in group activities more frequently, often more than twice a week. His increased interest and participation in social interactions indicate that his current IEP may need to be revised to further encourage and develop his social skills.

Scenario 3:

Despite receiving occupational therapy to help him cope with changes in routine and transitions between activities, Jaime continues to struggle in these areas. He often exhibits signs of distress during transitions and changes in routine. This persistent challenge suggests that his IEP may need to be revisited. Additional strategies or supports may need to be considered to help Jaime better adapt to changes and transitions.

Scenario 4:

Jaime’s IEP includes a goal for him to improve his written expression skills to write a five-paragraph essay with minimal assistance by the end of the school year. However, despite receiving specialized instruction in writing, Jaime’s writing skills have not improved as expected. He continues to struggle with writing a five-paragraph essay. This suggests that his IEP may need to be adjusted to provide more intensive support in this area.

6.1 UDL Scenarios

M6: Differentiating a Lesson

The Narrative of the Student: Jacima

Jacima, a third-grade student in Helena, Montana, grapples with understanding numbers, patterns, and basic arithmetic. Simple tasks like counting, memorizing multiplication tables, and solving word problems have become daunting for her. In the classroom, she may feel frustrated, anxious, or isolated when her struggles persist. Despite these difficulties, Jacima possesses resilience and determination. She seeks alternative strategies, relies on visual aids, and benefits from patient and empathetic teachers who recognize her needs.