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Question 1. Do you agree with Ms. Stintson, who is concerned primarily about how a fire drill might traumatize Aiden, or with Ms. Foster, who worried that the accommodation would make the experience less authentic to him and the other students? Why? To what extent do the wishes of Aiden's parents inform your opinion? 2. What might you have recommended to Ms. Stintson and Ms. Foster as an alternative compromise, or is a compromise not an option in this case? Why? 3. What options does Ms. Stintson have for advocating for Aiden in this situation? How would you support him?

Question 1. Do you agree with Ms. Stintson, who is concerned primarily about how a fire drill might traumatize Aiden, or with Ms. Foster, who worried that the accommodation would make the experience less authentic to him and the other students? Why? To what extent do the wishes of Aiden's parents inform your opinion? 2. What might you have recommended to Ms. Stintson and Ms. Foster as an alternative compromise, or is a compromise not an option in this case? Why? 3. What options does Ms. Stintson have for advocating for Aiden in this situation? How would you support him?

Ciccarelli: Psychology_5 (5th Edition)
Ciccarelli: Psychology_5 (5th Edition)
5th Edition
ISBN:9780134477961
Author:Saundra K. Ciccarelli, J. Noland White
Publisher:Saundra K. Ciccarelli, J. Noland White
Chapter1: The Science Of Psychology
Section: Chapter Questions
Problem 1TY
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Prompt Ms. Stintson, a special education teacher at Centennial Elementary School, enjoyed working with her colleagues and helping them understand her students' unique needs. Her colleagues always seemed open to her ideas and appreciative of her work. Recently, though, she sensed a little frustration from Ms. Foster, a first-grade teacher, who recently received a new student with an Individualized Education Program (IEP) in her class. The student, a boy named Aiden, previously attended school in another state and brought his IEP, which addressed how best to meet his learning needs, to Centennial. Aiden had been diagnosed with Autism Spectrum Disorder (ASD) but functioned well in a mainstream classroom. Ms. Foster seemed to think that many of the IEP objectives were unnecessary because Aiden was processing just as well as his peers. She often expressed this sentiment with Ms. Stintson. Ms. Stintson, in turn, reminded her that she needed to continue adhering to the plan but also mentioned that classroom teachers have an opportunity to share concerns during the upcoming annual IEP review. On Friday, before school began, the principal pulled Ms. Stintson aside and informed her that he would administer a surprise fire drill later that morning. He asked her to take necessary measures to ensure the event would not negatively affect her students. One of the students Ms. Stintson immediately thought about was Aiden, whose parents had indicated that loud noises scared him so much that they could disrupt his entire week. Although this concern was not yet stated in his IEP, Aiden's parents had asked Ms. Stintson to notify Aiden about fire drills before they occurred and provide him with noise-reducing headphones. Ms. Stintson stopped by Ms. Foster's classroom to share the plan. "I'll sneak in a minute or so before the alarm goes off to give Aiden the headphones," Ms. Stintson explained. "Then I will escort him out of the school with the rest of the class." Ms. Foster expressed concerns about these arrangements. "It isn't a surprise fire drill if the students see you preparing Aiden for it," she complained. "These students are young. They're still learning the procedures to follow if there is a fire. The best thing we can do for them is make the drill as authentic as possible." After a short pause, she continued: "Plus, if it's not mandated in Aiden's IEP, I don't think we should do it. You wouldn't be able to come in and give him headphones if it were a real fire." Ms. Stintson had anticipated Ms. Foster's resistance and reminded her of the parents' request. She mentioned the potentially severe consequences for Aiden if he were taken by surprise and unexpectedly subjected to a fire drill's noise and chaos. "I understand your desire to make it authentic," she explained, "but we can't knowingly subject Aiden to a harmful experience." "I promise that I'll be discreet," Ms. Stintson continued. "It is in Aiden's best interest to remain with his classmates to prepare him for a real fire." "Sorry," Ms. Foster responded curtly. "If you think headphones are necessary, you'll need to take him out of my classroom well before the drill so the other students don't suspect anything. That's my best compromise. I need to keep all my students' safety in mind." Ms. Foster left the room before Ms. Stintson could respond. Ms. Stintson sighed and glanced at the headphones she had carried into Ms. Foster's classroom. Her initial impulse was to notify the principal or Aiden's parents about Ms. Foster's unwillingness to help, but she worried about how it might affect Ms. Foster's relationship with Aiden. She did not want Ms. Foster to resent having Aiden in her class. However, she did want to find a constructive way to advocate for Aiden. Question 1. Do you agree with Ms. Stintson, who is concerned primarily about how a fire drill might traumatize Aiden, or with Ms. Foster, who worried that the accommodation would make the experience less authentic to him and the other students? Why? To what extent do the wishes of Aiden's parents inform your opinion? 2. What might you have recommended to Ms. Stintson and Ms. Foster as an alternative compromise, or is a compromise not an option in this case? Why? 3. What options does Ms. Stintson have for advocating for Aiden in this situation? How would you support him?
Transcribed Image Text:Prompt Ms. Stintson, a special education teacher at Centennial Elementary School, enjoyed working with her colleagues and helping them understand her students' unique needs. Her colleagues always seemed open to her ideas and appreciative of her work. Recently, though, she sensed a little frustration from Ms. Foster, a first-grade teacher, who recently received a new student with an Individualized Education Program (IEP) in her class. The student, a boy named Aiden, previously attended school in another state and brought his IEP, which addressed how best to meet his learning needs, to Centennial. Aiden had been diagnosed with Autism Spectrum Disorder (ASD) but functioned well in a mainstream classroom. Ms. Foster seemed to think that many of the IEP objectives were unnecessary because Aiden was processing just as well as his peers. She often expressed this sentiment with Ms. Stintson. Ms. Stintson, in turn, reminded her that she needed to continue adhering to the plan but also mentioned that classroom teachers have an opportunity to share concerns during the upcoming annual IEP review. On Friday, before school began, the principal pulled Ms. Stintson aside and informed her that he would administer a surprise fire drill later that morning. He asked her to take necessary measures to ensure the event would not negatively affect her students. One of the students Ms. Stintson immediately thought about was Aiden, whose parents had indicated that loud noises scared him so much that they could disrupt his entire week. Although this concern was not yet stated in his IEP, Aiden's parents had asked Ms. Stintson to notify Aiden about fire drills before they occurred and provide him with noise-reducing headphones. Ms. Stintson stopped by Ms. Foster's classroom to share the plan. "I'll sneak in a minute or so before the alarm goes off to give Aiden the headphones," Ms. Stintson explained. "Then I will escort him out of the school with the rest of the class." Ms. Foster expressed concerns about these arrangements. "It isn't a surprise fire drill if the students see you preparing Aiden for it," she complained. "These students are young. They're still learning the procedures to follow if there is a fire. The best thing we can do for them is make the drill as authentic as possible." After a short pause, she continued: "Plus, if it's not mandated in Aiden's IEP, I don't think we should do it. You wouldn't be able to come in and give him headphones if it were a real fire." Ms. Stintson had anticipated Ms. Foster's resistance and reminded her of the parents' request. She mentioned the potentially severe consequences for Aiden if he were taken by surprise and unexpectedly subjected to a fire drill's noise and chaos. "I understand your desire to make it authentic," she explained, "but we can't knowingly subject Aiden to a harmful experience." "I promise that I'll be discreet," Ms. Stintson continued. "It is in Aiden's best interest to remain with his classmates to prepare him for a real fire." "Sorry," Ms. Foster responded curtly. "If you think headphones are necessary, you'll need to take him out of my classroom well before the drill so the other students don't suspect anything. That's my best compromise. I need to keep all my students' safety in mind." Ms. Foster left the room before Ms. Stintson could respond. Ms. Stintson sighed and glanced at the headphones she had carried into Ms. Foster's classroom. Her initial impulse was to notify the principal or Aiden's parents about Ms. Foster's unwillingness to help, but she worried about how it might affect Ms. Foster's relationship with Aiden. She did not want Ms. Foster to resent having Aiden in her class. However, she did want to find a constructive way to advocate for Aiden. Question 1. Do you agree with Ms. Stintson, who is concerned primarily about how a fire drill might traumatize Aiden, or with Ms. Foster, who worried that the accommodation would make the experience less authentic to him and the other students? Why? To what extent do the wishes of Aiden's parents inform your opinion? 2. What might you have recommended to Ms. Stintson and Ms. Foster as an alternative compromise, or is a compromise not an option in this case? Why? 3. What options does Ms. Stintson have for advocating for Aiden in this situation? How would you support him?
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