Year: 1996-1997
Month: March
Leader: Group J

Situation/Case Study:

Student has complex eye problems, modifications suggested for the teachers are complex and confusing. The family of teachers working with the student feel it is out of their range of expertise to try producing the modifications. Student has documentation that he has major eye problems. The student is not accepted by peers, has several labels tied to his folder. Parents do his homework. Student demonstrated many emotional problems, none of which the parents will hear of. Psychologist visits the teacher family and declares these teachers are not doing enough for the student. Teachers feel the psychologist is "in on" the parents attempt to frame them. The teacher family believes the parent's expectations are unreasonable. They can not get the parents to specifically identify what more they want the teachers to do...the parents are starting to be in the halls or in the classrooms taking notes, or as the teachers' see them "stalking" them.


Theories behind practice:

Impact on others:

Document what is happening in each class with specific dates and observable facts only. Document how the teachers are trying to apply the modifications. Be proactive. Why can't the family of teachers call a meeting so that the parents can articulate clearly their expectations? Teachers could share their list of what (and to what degree) they feel they can meet the parents requests. Request that the Principal review teacher's list and see what else he suggests. Request that the eye-specialist talk with the teachers, possibly give them training to achieve the modifications. The teachers in our group reported that the teachers were reluctant to ask for suggestions from either the principal or the specialists because they are always told they must do more. It is their responsibility to meet the student's needs regardless of the extraordinary circumstances.

No conclusions were reached as adjournment approached.