Running head: CASE STUDY: STUDENT WITH SPECIAL NEEDS 1

Case Study: Student With Special Needs

Leslie D. Alday
Grand Canyon University: EDA 555
July 23, 2014



STUDENT WITH SPECIAL NEEDS 2
This paper is about an issue that occurred at one. Reconnect in which a male student, FL,
whom is also a student with a learning disability was involved in an altercation with a classmate.
As the classroom teacher began intervention, FL began to verbally attack the teacher, and then
began to threaten the safety of the teacher. This paper will discuss the breakdown of the handling
of this situation, and the final result, the consequence, that the student, FL was given, and the
rebuttal on the part of the parent. FL is a Special Education student in a regular education
classroom. FLs learning disability revolves around reading, and reading comprehension. FL has
also been diagnosed as having ADHD by a neuropsychologist. Once a week an Instructional
Aide goes into the classroom to work with FL in a one-on-one method on his assignments
pertaining to reading, and reading to answer questions. This is done in the general education
classroom, and at other times it is done in the vacant classroom. There is a current IEP on file
and the regular education teacher is well aware of the goals and guidelines spelled out in the IEP.
FL is also an English Language Learner (ELL), and he is on Probation for incidences that have
occurred outside of school hours.
The classroom teacher had just completed her lecture and question and answer on the
U.S. History assignment. While she was circulating the room checking for understanding she
heard a conversation between FL and another regular education student, (SB), also male. It was
obvious they were not discussing the assignment, and more obvious that if the teacher did not
curtail the conversation that more severe problems would ensue. The teacher walked over to
stand in between the two boys, and asked SB to go into the vacant classroom, a few more words
were exchanged between the two boys, but SB did do what was asked of him with no further
remarks or gestures, or looks, he waited in the vacant room quietly. FL on the other hand had a
colorful selection of adjective for the teacher, ML, as well as for the other student, SB.
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After sending SB to the vacant room the teacher asked FL to wait in the hallway so that
she could speak with both students individually. FL refused to leave the classroom, he stated that
it was his right to stay in the classroom and get his education, he stated that the teacher had no
right to ask him to leave the room and miss out on is time to get his work done. The teacher
informed FL that he would soon be returning to the classroom after the two of them spoke. FL
continued to refuse to leave the room and continued cussing at the teacher. As the teacher
informed FL that the language he was using was not school appropriate, or even necessary he
then told the teacher that he do things to make sure the teacher never makes back into the
classroom, or even home. The teacher walked away from FL and called the Probation Officers
on site for assistance, and then proceeded to call the school site Director to inform him of what
was going on. The Director then drove over to the school site to further assist with the matter on
the educational aspect of it.
Because SB did as he was asked and made no further remarks, and was not disruptive in
any other way he was sent back to the classroom until he could be interviewed later as to what he
felt started his issue with FL. In the mean time the probation officers had taken FL into their
office to find out from him what was going on. He continued with his unacceptable behavior
with probation for another ten minutes. Probation had finally had enough and told FL that they
were going to violate him on making threats to the teacher and take him to Juvenile Hall. He then
calmed down and began to talk with probation and the school administrator who had just arrived
on site. He apologized for his behavior and stated that he was mad because he thought SB was
working too fast also he thought SB had a book with answers in it, and got upset because SB
would not give FL the book after FL told SB to give him the book. FL stated that SB laughed
and told him, Youre trippin, leave me alone. FL said he did not like being told that he was
STUDENT WITH SPECIAL NEEDS 4
trippin. When asked about his behavior towards the teacher and probation he stated he said all
that because he was mad and didnt want anyone telling him what to do. He then went on
explaining to the Director that the teacher couldnt ask him to leave the room because he has a
right to be in the classroom. FL did not want to hear from the Director, nor probation as to what
warrants him being kicked out of class. The Director informed FL that he was going to be
suspended for the remainder of the day, and the next two days as well, and that a parent
conference was going to be scheduled based on the severity of his behavior. The Director called
the parent and informed her of her childs behavior, and the consequences. SB stated during his
interview that FL was actually asking him to let him copy his paper, his work, and SB refused so
FL began to threaten SB; other classmates that witnessed the conversation between SB and FL
confirmed this.
This is not an everyday behavior of FL, so probation did a drug test on him, as they
believed he was under the influence of drugs. It turned out he was under the influence of
methamphetamines, so he was violated on that and documented his threat to the teacher, and his
overall behavior. An IEP was scheduled to revisit the current plan, as the student would be
returning back to class in fifteen days. Because Juvenile Hall and one. Reconnect are in the same
school district FL was not permitted to attend school for the three days of his suspension, his
mother protested and felt that her sons IDEA rights were violated, more specifically, his FAPE
was in violation as he cannot be denied school, especially because he has a learning disability.
The parent also claimed that because her son is ADHA that he cannot help how he behaved and
the school cannot suspend him for his actions.
This case appears to very cut and dry, the student, by apologizing for his behavior admits
that he knows it was wrong. The teacher did nothing wrong by separating the two boys and
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asking FL to wait in the hallway. For safety reasons the boys had to be separated and the teacher
handled that in a very professional manner. When FL began his defiant behavior the teacher
again did the right thing by calling for assistance. When the director arrived on site and spoke
with FL, and also called the parents to inform them of FLs behavior and the consequences, he
too was in the right following the schools protocol for such an issue. Because FLs behavior was
not a result of his disability his suspension is not violating his FAPE (EDA 555 Lecture 3, 2010).
Should the parents choose to take this case to court the court would likely side with the
school district because no rights of FL were violated. His behavior was a result of the affects of
the drugs in his system rather than his learning disability. Although discrimination in education
is prohibited against students with disabilities, FLs ADHA is not classified for special
accommodations under IDEA 2004 (Special Education Supplement, GCU).
FL has created for himself a situation that actually has legal ramifications due to his use
of drugs and attending school while under the influence. He not only put his classmates in an
unsafe situation, he also put his teacher and probation offices at risk as well because of his
threats. FLs parent really has no legal ground to stand on as the result of FLs behavior was
fueled by his drug use. Although FL may have felt a sense of insecurity as his classmate was
rapidly moving through the assignment where FL was not, it is really difficult to prove that FLs
struggle was actually due to his learning disability, or as a direct result of the drugs, seeing as
this is not a usual behavior of FL it is safe to say the behavior was a direct reflection of the drug
use. The No Child Left Behind (NCLB) Legislation has placed a greater focus of classroom
teachers to address the needs of all students in their classrooms (Nguyen, H.T., 2012).


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References
Individuals With Disabilities 2010. Grand Canyon University. All Rights Reserved.
General Education and Special Education Teachers Collaborate to Support English
Language Learners with Learning Disabilities Nguyen, Huong Tran Issues in Teacher
Education, v21 n1 p127-152 Spr 2012
School Law and the Public Schools: A Practical Guide for Educational Leaders, Fifth Edition,
by Nathan L. Essex. Published by Allyn & Bacon. Copyright 2012 by Pearson
Education, Inc.
Special Education Supplement EDA 555 v. 10R4IDEA Law Supplement. Grand Canyon
University. All Rights Reserved.