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Mark Pratts. EDA 511-81 Rachel Lhota , Kelly Hruz, Peter Gottwald Jr. & Rob Van Sicklin. School Content:. The student is in 10 th grade and attends Freeman High School. He likes most classes; however, he really enjoys woodshop.
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MarkPratts EDA 511-81 Rachel Lhota, Kelly Hruz, Peter Gottwald Jr. & Rob Van Sicklin
School Content: • The student is in 10th grade and attends Freeman High School. • He likes most classes; however, he really enjoys woodshop. • He has a good relationship with his woodshop teacher, Mr. Newberry.
Student Outline: Mark Pratts • a 16 year-old student. • Likes school a great deal and participates in all classes. • Has many friends and is very outgoing at school. • Particularly likes woodshop and classes that require using his hands. • Cares very much for his family.
Mark’s Family • Mark is an only child. • His parents were once married. • Currently separated. • Mark’s parents divorced due to disagreeing feelings about Mark’s health and his care. • Spends equal time with both parents.
Mark’s Mom and Dad Mark’s Mom • Loves her “miracle” son • Overprotective • Does not think that Mark can do the work Mark’s Dad • Grateful for his son • Thinks Mark can do anything a non-disabled student can do • Work dominates his life
PLOP and Services PLOP • Mark has great strengths. • Outgoing • Has many friends • Enjoys school, both the social and academic aspects. • Participates as much as physically possible in all school subjects • Mark does well on all scoring in both mathematics and reading/writing.
PLOP and Services (Cont.) Disability • Cerebral Palsy. • A physical and health-related disability • Mark does qualify for special services. • 504 plan • IEP • He does not have any intellectual disabilities
Interaction with School • Hands on with Mark • Took initiative with Mark’s accident • Meeting with both Mr. and Mrs. Pratts
Strengths of Student & Family • Mark is outgoing and hasn’t let his ailment get him down, he is willing to try new things and his teachers encourage him to do so. • Mark pays great attention to detail. • Mark doesn’t like to give up. • The family is very supportive of Mark, the mother might worry too much. • The father wants Mark to live as normal of a life as possible. • Both parents are there for Mark.
Question on CASE • Are there any safety concerns that may have been overlooked while Mark was in wood shop? • What is in the best interest of Mark? • Is Mark’s mother being overprotective? • Where would you put Mark if you had him removed from wood shop? • Can we modify the shop class to make it more safe for Mark?
Questions on CASE (Cont.) 6. What inclusion practices and/or transition goals have been attempted and failed or been successful? What do you suggest? 7. What culturally responsive teaching strategies will you put into place to support the student and family?
Responses to Questions • From the sounds of the case study, appropriate safety measures were taken while Mark was using the saw; maybe the use of push sticks would have kept Mark from cutting his hand while passing the wood over the saw. • Mark really enjoys wood shop and seems to be upset that his mother wants to have him removed from the class, he’s 16 years old he should be allowed to have a say in this situation. • From the looks of the case study I would say yes. • The year is already underway, you can’t just throw Mark somewhere that there is room for him, he will not be able to catch up at this point, he will be set up to fail. It doesn’t seem like Mark will benefit from not taking wood shop anymore. • Maybe the teacher can do the dangerous stuff for Mark like using the power saw. Mark can measure all of the cuts and tell the teacher what he wants done and the teacher could make the cuts for Mark. There isn’t much danger in planning, measuring, gluing, sanding, and painting; Mark can still do all of these things and have Mr. Newberry do the cutting and drilling
Responses to Questions (Cont.) 6. Working one on one, extending time for assignments, tests and quizzes and having more instruction time from teacher. For example, the woodshop scenario was an accident the he was cut, but mom wants to take him out of woodshop class. 7. Some strategies would be to have a good line of communication with his parents. Monitor academic progress in his classes. Have a more student centered approach with Mark and make more time for completing assignments and projects in all classes.
Culturally Responsive Teaching • Teachers monitor his progress • Communicate through phone, e-mail, person to person • Allows a communication system to form • Accidents such as in wood shop could have been prevented • Student centered approach • Teacher gives him more instruction and help on assignments if needed • Making other teaches aware of his needs
Inclusion & Other Strategies • Working one on one • More time for tests, quizzes and assignments • Take breaks due to muscle fatigue • Use of a computer to type assignments • Use of a computer to take tests/quizzes • Modified work station • Modified equipment and/or tools
Inclusion & Other Strategies (Cont.) • Parents are a very valuable source of promoting self-efficacy through support and encouragement of their child. • Communication between Mark’s teacher and other’s present at meeting. • Extend invitation to parents to visit school. • Allow student opportunities to provide feedback (i.e. give brief survey)
