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I agree and think that we should brainstorm multiple ways to organically add movement to Ben's school day. Jessie suggested whole class movement breaks , that would likely benefit the whole class. And Rama suggested rubber bands on his desk so that he may kick and still feel active. Standing desks are also a great option. They allow the student to stand and swing his feet on a bar, attached to the desk, during instruction.  In addition tho getting Ben's mom more directly involved with the supports we are using at school, i think it's important that we include Ben. Ben will be able to tell us which things he is willing to try and what he likes. He might want to try several things at first and get rid of some choices. And that is ok. Giving Ben these choices will give him ownership over something in the classroom and make him feel more at home

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I love the idea of having rubber bands on Benny's desk at home. This can help him feel more comfortable with this accommodation and it will
likely help him at home as well!

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In order for Benny to receive the best services and still participate within the class, push-in speech and OT would likely be helpful.  This will help Benny feel more integrated within the class while helping me (the gen ed teacher) learn strategies that work well for Benny. As others have said, a meeting with the school psychologist would likely be very helpful for Benny. Collaboration between all of those on this team is imperative for Benny's success. I feel unprepared to help Benny and need more support in helping him progress in the classroom. Everyone should be in constant communication so that issues don't arise and go unnoticed. As Rolanda said, keeping things consistent across the different environments Benny is a part of will help him feel more prepared and successful.  His mother has been very successful in having Ben display his academic knowledge. He works well in speech therapy. However, these accomplishments have not been seen within his classroom. Something is different in these environments. We need to figure out what
it is so that we can have the same success in all areas. We want Ben to feel comfortable and successful.

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I also do agree with Jilian. The school psychologist should work alongside his parents and teachers to share how Ben is doing emotionally and what best practices the teacher can bring into the class and what the parent can do at home.

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I do agree with most of the following- Teacher and special services collaboration, keeping Ben inside the classroom as much as possible and of course, allowing Ben's mom to come in and observe. Therefore, having an active and more impacting role in his education. However, with speech services, I think it may be more beneficial for him to continue receiving the group of 3:1 and then depending on how he progresses, having the speech therapist push- in more. This will help with his communication skills, aide in teacher collaboration efforts of boost Ben's confidence. I do agree with Rama- his movement breaks can and should be done within the class- possibly whole class for everyone to enjoy. Maybe some fun engaging movement breaks that involve socialization so that Ben feels more apart of his classroom and more comfortable to participate. According the to article, Inclusive Practices for Children and Youths with Communication Disorders, it seems as though Ben would benefit from Peer- tutoring and various models of teaming and collaboration. I think that is Ben felt fully apart and important in his classroom community (student working alongside him and teachers working to modify instruction to meet his goals) it may boost his confidence and help him succeed academically.

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It seems clear that everyone is in close agreement about two principles that have to do with each of our services. First, we all agree that is is important that Benny receive more in-class services. The benefits, both to Benny and to his classmates, of push-in services that each of you have outlined seem to me to be clear and indisputable. I might emend my post in order to go further in that direction to suggest replacing one or both of his pull-out sessions with in class collaborative sessions. Secondly, everyone has come up with ideas about strengthening the collaboration with Benny's mother. This seems to me very important. Based on the IEP, it seems to me that we have dropped the ball in communicating with her. We have a lot to gain from her input and insight. More importantly, if we are working together rather than at cross purposes, it would help Benny tremendously.

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Rama Madhu (OT)          The main area of focus for Benny in his OT services is his motor coordination. Right now he is getting pulled out twice a cycle for 30 minutes in a small group. I think that he would benefit from more OT. But rather than add another pull-out session, he and his class might benefit more if we worked collaboratively together in class, as was recommended by Kellegrew and . He enjoys movement breaks, these breaks might also be good for his classmates. Integrating these into the classroom setting might be a good way to promote socialization with his peers. Another way to involve his peers would be to get them involved with helping him fine motor tasks that are particularly challenging for him.The other main recommendation that I have is to coordinate his OT exercises more closely with his family. If we could help his mother set up some of the exercises and training tools at home, it would have several benefits. Benny would be getting a continuity between home and school, which would ease his daily transitions.  It would also reinforce his training. We should listen to what she has to say about what he is used to doing in terms of fine motor skills at home, and to her ideas about what she thinks would help Benny the most. Because he enjoys movement, setting up a connection between home and school via OT might prove to be effective. For instance, if we coud set up his desks at school and at home with rubber bands, not only would it promote his gross motor strength, it would make him feel more comfortable and at home in school. His classmates also might think they were cool.

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Rama Madhu (OT)          The main area of focus for Benny in his OT services is his motor coordination. Right now he is getting pulled out twice a cycle for 30 minutes in a small group. I think that he would benefit from more OT. But rather than add another pull-out session, he and his class might benefit more if we worked collaboratively together in class, as was recommended by Kellegrew and . He enjoys movement breaks, these breaks might also be good for his classmates. Integrating these into the classroom setting might be a good way to promote socialization with his peers. Another way to involve his peers would be to get them involved with helping him fine motor tasks that are particularly challenging for him.The other main recommendation that I have is to coordinate his OT exercises more closely with his family. If we could help his mother set up some of the exercises and training tools at home, it would have several benefits. Benny would be getting a continuity between home and school, which would ease his daily transitions.  It would also reinforce his training. We should listen to what she has to say about what he is used to doing in terms of fine motor skills at home, and to her ideas about what she thinks would help Benny the most. Because he enjoys movement, setting up a connection between home and school via OT might prove to be effective. For instance, if we coud set up his desks at school and at home with rubber bands, not only would it promote his gross motor strength, it would make him feel more comfortable and at home in school. His classmates also might think they were cool.

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I completely agree with Diana’s point that it is important for everyone to collaborate. I especially like her idea of inviting Benny’s parents to the school so they can watch how he acts in his classroom environment. His parents know him better than anyone else and they may have suggestions that his teacher has never thought of.

I also agree with what Rolanda mentioned about Salend’s view on inclusive classrooms, about encouraging students to be understanding and sensitive. As the school psychologist, I could have group sessions with the students and treat them almost as group therapy sessions. The students will be able to discuss how they are feeling and we can discuss how each student can be more sensitive when it comes to the needs of their peers.

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As a school psychologist I believe it would be beneficial to hold weekly meetings with Benny. One concern from Benny’s IEP is that he doesn’t participate much in class but he is very active at home when discussing his learning. He could feel shy or unsafe in his classroom setting. Meetings with Benny can be a safe space for him to open up about how he is feeling and he can voice any concerns he has. If he is able to open up in the meetings maybe he will become more comfortable in his classroom.

According to the article by  Dr. Michael Lee Zwiers & Dr. R. Coranne Johnson it is extremely important for the school psychologist to work not only with the student but with the parents and teacher as well. With that being said I also think it is important that I hold meetings between Benny’s teacher and his mother. There seems to be miscommunication between the two and if the two are able to work together it can help create a better classroom environment for Benny. His mother can make suggestions to the teacher about how Benny learns and his teacher can give Benny’s mom more insight as to how Benny is doing on a daily basis. I wouldn’t say weekly meetings are necessary but bimonthly would be ideal.

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Rolanda: I love your idea about keeping Ben in the same classroom. I believe that Ben can learn so much from his peers in a general education class. I also agreee with your idea of having all the parties collaborate with each other in order to help the child in the best way. I feel that Ben's teacher can learn so much from Ben's parents. If Ben's teacher takes the time to observe Ben interacting with his parents during a mathematic problem for instance, the teacher can mimic their behavior. This will cause the child to feel comfortable in the classroom.

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Diana Garcia (Special Education Teacher)

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Diana Garcia (Special Education Teacher)

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First and foremost, it important for an instructor of special education to collaborate with everyone that is involved with Ben’s education such as parents, psychologists, teachers and so forth in order to create the best service plan for the child. In the article Changing the Role Special Education Teacher, suggests that students should be; “[provided with] professional specialist advice, support and mentoring to classroom teachers on how best to cater for the diverse learning needs in their classrooms, and how to work effectively in partnership with families to maximise learning opportunities for students at school and at home.”
I believe that Ben’s mother should record herself with Ben when they are solving a mathematic problem for instance, for the school staff to mimic what the mother is doing with the child at home. The child needs to know that all the parties are supporting him and if the teacher is using the same method to teach him the child will know that all the parties are collaborating for him. Another method we can use is by inviting the parents to the school and see how they interact with the child when they are teaching him for the teacher to use the same methods in the classroom. This will allow teachers and any other service provider to create the best service plan for the child.
In addition, Ben should also receive support from his classmates. In chapter six, Salend mentions that it is important for instructors from an inclusive program to create a safe environment all their students. The author explains that instructor should teach their students how to value each other and should be sensitive towards their emotions/feelings. This is where the role of a general or special education teacher becomes important because they are the one who can create a lesson that will teach their students how to value each other as individuals. If Ben’s classmates values him as an individual and support him like his parents and teacher do then the child will feel comfortable in the classroom and with his peers.

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Rolanda - Speech Therapist                                                              I recommend that Ben receive a combination of consultant and in class services. Rather than removing Ben from the classroom and having him  determine, on his own, when to use certain communication strategies. Receiving in class support will help Ben practice his communication skills in his typical classroom setting. Keeping him in the classroom as much as possible will also align with the goals his parents have set for him.  Consultant services would put all Ben’s teachers on the same page with the communication support he needs as well as his goals. In order for Ben to make  progress with his communication goals,  he needs to be given opportunity to use these skills. Consultant services would enable Ben’s teachers to use me as a resource in creating organic opportunities in class for Ben to talk with his peers and teachers.                                                                          Moreover,  Ben’s family will be instrumental in helping determine how to best communicate with Ben, and how his teachers should communicate with him to get the full extent of his understanding of material. Ben’s mom said that she can get him to recount detailed  events and even recite math facts- something he has not yet done in school. I  recommend observing Ben and his mom interacting and asking her about what language she uses with him. If we can mimic the language Ben hears at home, we may be able to see different results and get more from Ben in an academic setting.                   Ben’s teacher mentioned that other kids try to engage him, but he seems uninterested. In an  inclusive setting, it is also important that teachers and students alike, embrace difference.  When working on embracing difference, all students will understand that everyone has strengths and challenges. Helping students in Ben inclusive classroom develop this outlook will make things easier for Benny.  As Vale mentions in chapter 9 disability does not mean inability nor it is something to be ashamed of.  The silence of teachers when it comes to difference, makes the difference appear as taboo or something that should be hidden away. Ben is capable of doing things as his peers do, it just may look differently .Salend mentions in chapter 6 that when building  inclusive classrooms it is important that teachers teach students how to value everyone  and not assume that they innately have such an outlook. It’s important that students are encouraged to be understanding and sensitive. It is also important that students understand that everyone has their own strengths and challenges, but that everyone is capable.  If Ben’s classmates were learning about individual differences and embracing them, they may be more understanding when Ben isn’t responsive or seems uninterested. They would understand that communication is a challenge for Ben.  Integrating  discussions around difference into the curriculum can help students be more understanding of Ben and his challenges and may also help Ben develop a different understanding  and relationship with his disability. 

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Rolanda - Speech Therapist                                                              I recommend that Ben receive a combination of consultant and in class services. Rather than removing Ben from the classroom and having him  determine, on his own, when to use certain communication strategies. Receiving in class support will help Ben practice his communication skills in his typical classroom setting. Keeping him in the classroom as much as possible will also align with the goals his parents have set for him.  Consultant services would put all Ben’s teachers on the same page with the communication support he needs as well as his goals. In order for Ben to make  progress with his communication goals,  he needs to be given opportunity to use these skills. Consultant services would enable Ben’s teachers to use me as a resource in creating organic opportunities in class for Ben to talk with his peers and teachers.                                                                          Moreover,  Ben’s family will be instrumental in helping determine how to best communicate with Ben, and how his teachers should communicate with him to get the full extent of his understanding of material. Ben’s mom said that she can get him to recount detailed  events and even recite math facts- something he has not yet done in school. I  recommend observing Ben and his mom interacting and asking her about what language she uses with him. If we can mimic the language Ben hears at home, we may be able to see different results and get more from Ben in an academic setting.                   Ben’s teacher mentioned that other kids try to engage him, but he seems uninterested. In an  inclusive setting, it is also important that teachers and students alike, embrace difference.  When working on embracing difference, all students will understand that everyone has strengths and challenges. Helping students in Ben inclusive classroom develop this outlook will make things easier for Benny.  As Vale mentions in chapter 9 disability does not mean inability nor it is something to be ashamed of.  The silence of teachers when it comes to difference, makes the difference appear as taboo or something that should be hidden away. Ben is capable of doing things as his peers do, it just may look differently .Salend mentions in chapter 6 that when building  inclusive classrooms it is important that teachers teach students how to value everyone  and not assume that they innately have such an outlook. It’s important that students are encouraged to be understanding and sensitive. It is also important that students understand that everyone has their own strengths and challenges, but that everyone is capable.  If Ben’s classmates were learning about individual differences and embracing them, they may be more understanding when Ben isn’t responsive or seems uninterested. They would understand that communication is a challenge for Ben.  Integrating  discussions around difference into the curriculum can help students be more understanding of Ben and his challenges and may also help Ben develop a different understanding  and relationship with his disability. 