Assignment #2: Module 1 Case 1 (due Jan. 25)                                              

Case Study of Christopher Melrose

The facts of this case study are that Christopher is having difficulties meeting the curricular demands of the grade he is currently in. He is currently underperforming academically when compared to his classmates, particular in math and language arts. Chris’ mother is opposed to having Chris leave the classroom to study independently with a special education teacher.  Finally, there is someone or some group of people (school representatives) who came to the conclusion that Chris would benefit from being excluded from working in the general ‘mainstream’ classroom.

The dilemma of this case is conflict between what Christopher’s mother wants for her son – for him to NOT be separated from his classmates – and what the school likely thinks is the most beneficial or effective way for Christopher to meet the curricular expectations in math and language arts. Stepping back from this one case study, the dilemma could also be described more broadly as the conflict between historical education practices of special needs education and the more current model and practice of inclusion. In which cases - or ever? - is it a good idea to take students out of the normal class environment and supply special education isntruction? How much support should be given within the class before reaching the limits of inclusive practice?

The school may want to place Christopher in a special supportive learning environment for a variety of reasons. His learning disability may have a negative effect on his classmates, or he may be aware of his learning disability and suffer a lack of confidence when working with his classmates. Maybe his struggles in the classroom lead to disagreements with classmates and even fights. Perhaps his disability requires support and expertise that the classroom teacher is unable or unwilling to give, or the school may have several other students who perform at a similar level, and is able to place Christopher in a classroom of students whose confidence and abilities wouldn’t constantly be in question. Fundamentally, the school’s motivation for placing Christopher in a different environment is to provide him more support in order for him to meet the curricular goals of his grade level. They are not considering other factors that are obviously of value to Christopher’s mother.

These other factors include Christopher’s social development and how he is viewed by his classmates. Being seen in a classroom as a student who struggles is different than being seen as a student who needs to leave the room to receive additional teacher support, and who is labelled as having a learning disability. Mary Melrose may be concerned that after being placed in a classroom for students with learning disabilities, her son may have difficulty socializing outside of class, at recess and outside of school. She may think he will be labelled by his former friends, and that he may even see himself as someone of less worth or ability.

Before a decision can be made regarding Christopher’s placement, school representatives and Chris’ mother should consider what is in the best interest of the whole student of Chris. Beyond simply his academic success, school officials should consider the social consequences of removing him from the classroom. This means considering the severity of his disability and the accommodations that could be made inside the class he is currently in. It would seem appropriate that only when Chris’ disability negatively affects the achievement and progress of his classmates or exceeds the supports that could be given in class by the teacher or by special education support teachers, that he should be considered for removal from his class. Additionally, since the school’s position is likely predicated on having special education teachers, we should also consider Chris’ particular learning disability and the school’s resources for supporting him. If the school is only likely to offer minimal benefit over and above his regular classroom, it may not counteract the negative consequences of labelling him a learning disabled individual.

In my understanding of inclusive practices, I think a student should only be removed from a regular classroom setting due to physical behaviours that clearly and significantly affect his or her classmates, and which the student is usually unable to control. In such a case, it is likely to be in the student’s best interest to be removed, since the stigma and labelling that accompanies a disability is likely to be less harmful than both the labels given to a student who hasn’t got control of the most basic social faculties, in addition to the unnecessary and likely significant obstructions to the progress of other students.