Handouts - PBworksspierc21.pbworks.com/w/file/fetch/92443662/Inclusion_Handouts.pdf · As you begin...

Handouts

BinghamMary Monday, March 25, 2013 1:46:22 PM ET

Acronyms Related to Special Education and Other Special Services

As you begin this course, you may already be feeling somewhat overwhelmed by the number of acronyms used to describe various components of special education and other related services. The following is a list of some of the commonly used acronyms. Fill in what each stands for as you learn about it in this course and eventually you will have a complete “alphabet soup” study guide. Add to the list as you learn acronyms unique to your state or region.

ADANCLBIDEAIDEA 2004FAPELREIEPIFSPADHDEDLDOHIMRTBIVIHIOTPT


Handout 1-2 Common Questions about Inclusion

The following are questions that experienced general education teachers often ask when they are learning about inclusive schools. Which of these questions occurred during your class discussion of inclusion? Which do you view as critical? Which seem unimportant to you?

1. What does research say about inclusion? What are examples of studies that are supportive of inclusive practices? Not supportive?

2. How fair is inclusion for all students, including those who do NOT have IEPs?

3. What are the expectations for students with disabilities in general education classes?

4. How many students with disabilities should be in a single classroom? How should other students with special needs be considered in terms of numbers?

5. What is the role of the special education teacher in inclusive schools? The general education teacher?

6. Is it ever okay to pull a student with a disability out of a class for a specialized service?

7. Is this a fad that is going to go away? Is inclusion mandated by a law?

8. How can teachers find the time to do the planning and problem solving that is required in inclusive schools?

9. Who’s accountable for the learning and behavior of a student on an IEP in an inclusive school?

10. Can special education teachers work with students other than those on IEPs?

11. How can grading and report cards be handled when students on IEPs cannot meet classroom curricular expectations?

12. How can we convince other people—including administrators and parents—that inclusive practices are right for ALL students?

13. How will we know when we’re doing this right? How can we evaluate our efforts?


Handout 1-3 Checking Your School’s Inclusiveness

Does your school use inclusive practices? These are some key questions to ask to check. The more positive responses you make, the more likely you and your colleagues are creating a school environment that enables all students to experience success.

Does your school have a mission statement expressing the belief that the professionals and other staff members strive to meet the needs of all students? Is this mission statement displayed, discussed, and used to guide instructional practices?

Is it clear to all staff members that inclusion can only exist as a schoolwide belief system?

Have staff members received adequate professional development on pertinent topics (for example, collaboration, responses to behavior, curricular adaptations)?

Have teachers had opportunities to discuss issues and concerns about inclusive practices and have steps been taken to address these issues and concerns?

Have steps been taken to ensure that teachers will be rewarded for experimentation and innovation, even if efforts are sometimes not successful?

Have expectations been clarified for students with disabilities who are integrated into classrooms? Expectations include those related to instruction, discipline, and student evaluation and grading.

Has collaboration been fostered as a key component of the school’s culture? This includes arranging shared planning time as needed and possibly shared instructional time (co-teaching).

Do policies and practices related to curriculum, instruction, and discipline address the needs of all students, not just the needs of students with identified disabilities?

Have all students and their parents had opportunities to learn about all types of diversity, including disabilities and other special needs?

Has a plan been developed for carefully monitoring the impact of inclusive education on students? Does this plan include strategies for revisions as needed?

Have teachers and other staff identified benchmarks so that they can evaluate their efforts to create an inclusive school?


Handout 2-1 Special Education Team Members’ Roles and Responsibilities

Team Member Role ResponsibilitiesParents, student

Principal

General Educator

Special Educator

Paraprofessional

Speech/Language Pathologist

Physical Therapist, Occupational Therapist

Adaptive physical educators

School Nurse

School Psychologist

School social worker

Other specialists–interpreters, bi-lingual teachers, psychometristsAdvocate


Handout 2-2 Instructional Assistance Request

Student Date ________________ Birth Date Sex I.D. ________________ Teacher Grade School Has the team discussed this student during the current school year? YES NO______

1. What specific academic or behavior problems is this student experiencing?

2. What interventions have you used to address the problems?

3. What would you like the student to be able to do that he or she does not currently do?

4. How have you discussed your concerns with the student’s parents?

Team Action:

Additional interventions suggested Referral for assessment No action needed at this time Referral to other resources (list)

Date for follow-up (if needed) Team contact


Handout 3-3 Challenges of Professional Interactions

As you work with other general education teachers, special education teachers, related services personnel, administrators, paraprofessionals, and parents, you will learn how critical effective interactions are for today’s teachers in inclusive schools. Although most of your interactions will be pleasant and constructive, you will probably encounter some difficult ones, too. Using information included in Chapter 3 as a basis, how would you respond to each of the following situations if you were Ms. Verglas?

Ms. Verglas is concerned. She just attended a team meeting at which she wanted to discuss the problems she was experiencing with Kurt. However, she had the sense at the meeting that there wasn’t enough time for the discussion, and that other team members were in such a hurry to finish the meeting that they devalued Ms. Verglas’ concerns and made suggestions that had little value. What should Ms. Verglas do next?

__

The vision consultant just left Ms. Verglas’ classroom. He spent some time working with Chris showing him a new type of magnifier to use when reading his textbook. That part was fine. However, when he entered the room, he disrupted the lesson and drew attention to Chris. In addition, he practically insisted that Ms. Verglas’ stop to talk to him before he left. She wants to talk to him by phone. How might she approach this conversation?

__

Ms. Verglas co-teaches with Mr. Harmonsson. She has noticed that when he writes on the board, he makes a number of errors in spelling and grammar. She is a stickler on this and truly dislikes the model for written communication he presents to students. How could she discuss this matter with Mr. Harmonsson?

__

Ms. Verglas is preparing for fall parent conferences. She is particularly concerned about the conference with Mr. and Mrs. Cooper, Marguerite’s parents. They have a reputation for making many demands on teachers and becoming increasingly angry during the course of the school year as Marguerite continues to struggle to learn. They also have a habit of talking negatively about other teachers when they are not present. How should Ms. Verglas prepare for this conference? What should she do during the conference to make it as successful as possible?

__

Ms. Verglas has become aware that Mr. Peixe, the paraprofessional working in her classroom for 45 minutes every day, is being very protective of George, a student with a moderate cognitive disability. In fact, it seems that George is regressing, not making progress, with Mr. Peixe’s assistance. How should Ms. Verglas raise her concern with Mr. Peixe? What should she do if he disagrees with her perception?


Handout 8-1 KWL Chart

Topic:

What I Know What I Want to Learn What I Learned


Handout 12-1 Event Recording Form

Student name Date

Observer

Target Behavior ______________________________________________________________

Date/Time Location Brief Description Comments


Handout 12-2 Sample Time Sampling Recording Form

Student name Date

Location Observer

Behavior Start time Stop time

Interval length:

+ = behavior occurred at observation 0 = behavior did not occur at observation

Minutes:

Minutes:

Minutes:

Summary of findings:

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APPENDIX BINCLUDE Resources

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Handout 1 The INCLUDE Strategy: An Overview

Step 1: Identify classroom demands• Classroom organization• Classroom grouping• Instructional materials• Instructional methods• Student evaluation

Step 2: Note student's strengths & needs• Strengths:

AcademicsSocial-emotional developmentPhysical development

• Needs:AcademicsSocial-emotional developmentPhysical development

Step 3: Check for potential successes• Analyze student’s strengths in view of classroom demands noted in Step 1.• Check for activities or tasks student can do successfully without support.

Step 4: Look for potential problems• Analyze student’s needs in view of classroom demands noted in Step 1.• Check for activities or tasks student may not be able to do successfully unless support is

provided.

Step 5: Use information gathered to brainstorm instructional accommodations• Classroom teaching and organization• Teacher/Peer strategies • Performance

Step 6: Decide which accommodations to implement• Select age-appropriate accommodations• Select accommodations that are easy to implement• Select accommodations with demonstrated effectiveness

Step 7: Evaluate student progress• Explain how you will track or assess accommodation effectiveness

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The INCLUDE StrategyHandout 2 Student Information

This form may be used to summarize a student’s background information. It may be helpful to interview the student (or his/her parents) to learn more about the student’s interests, activities, and responsibilities.

Student Age School Grade Identified disability or other special need

What are the student’s hobbies and interests?

Does the student work after school or on weekends? (If yes, describe.)

Does the student volunteer, belong to any organizations or participate in any afterschool activities (e.g., athletics, clubs) (If yes, describe.)

What other responsibilities does he/she have at home or in the community?

What careers has the student expressed interest in?

INCLUDE Strategy Group MembersName Role (e.g., 3rd-grade teacher)

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The INCLUDE StrategyHandout 3 Step 1: Identify classroom demands

Student Grade level Subject area (if appropriate) In Step 1, you should describe the classroom demands. If the student attends class in more than one room (e.g., a different class for each subject), it will be helpful to complete Step 1 for each classroom setting. Use the back of this page to sketch a drawing of the classroom.

Classroom organization

Classroom grouping

Instructional materials

Instructional methods

Student evaluation

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The INCLUDE StrategyHandout 4 Step 2: Note the student’s strengths and needs

Student Grade level

In Step 2, make notes about the student’s strengths and needs in each of the areas identified.

Strengths Academics

Social-emotional development

Physical development

Needs (difficulties)Academics

Social-emotional development

Physical development

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The INCLUDE StrategyHandout 5 Steps 3 & 4: Check for potential success and Look for potential problems

Student Grade level

In Step 3, analyze the student’s strengths in view of classroom demands identified in Step 1. Then, note activities or task student can complete successfully without support.

In Step 4, analyze the student’s possible difficulties in view of classroom demands identified in Step 1. Then, note activities or tasks student may not be able to complete successfully unless support is provided. It may be helpful to organize the list by the areas listed in Step 1.

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The INCLUDE StrategyHandout 6 Step 5: Use information gathered to brainstorm instructional accommodations Page 1

Student Grade level

In Step 5, the group should consider the student’s potential areas of difficulty identified in Step 4. Now brainstorm accommodations that your team believes will help the case study student become a successful learner. (More boxes may be needed, depending on the number of problem areas identified.

Demand: Classroom Organization

Identified Problem Identified Problem:

Possible accommodations: Possible accommodations:

Demand: Classroom Grouping

Identified Problem: Identified Problem:


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Student Grade level

Demand: Instructional Materials



Demand: Instructional Methods



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Demand: Student Evaluation

Notes:

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The INCLUDE StrategyHandout 7 Step 6: Decide which accommodations to implement

Student Grade level

In Step 6, the team should select the accommodations that they agree will be first to implement. To make the decision(s), go back to the ideas generated in Step 5. Identified the pros and cons of each from as many perspectives as possible (e.g., the student, the teacher, other students, cost, feasibility). Then, identify which accommodation should be tried to address the problem. Once an idea is selected, use this form to document the steps to implement the selected accommodation. (Add steps as needed.) This process is then repeated for each identified problem.

Demand area Problem Selected accommodation

Steps to prepare for and implement the accommodation:

1.

2.

3.

4.

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The INCLUDE StrategyHandout 8 Step 7: Evaluate student progress

Student Grade level

In Step 7, you should list the ways that you will track and assess the effectiveness of the strategies and accommodations you have implemented. While homework and test grades are important indicators of successful learning, be sure to include other ways to assess effectiveness.

Demand area Implementation date Problem Accommodation

What types of information/data will be collected to track and assess the effectiveness of this accommodation?

When will the information/data be collected (e.g., daily, weekly)?

Who will be responsible for collecting the information/data?

Demand area Implementation date Problem Accommodation

What types of information/data will be collected to track and assess the effectiveness of this accommodation?

When will the information/data be collected (e.g., daily, weekly)?

Who will be responsible for collecting the information/data?

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Case Studies: Individual Students

WO LIN Wo Lin is an 11-year-old bilingual female who came to this country from Malaysia two years ago. She has encountered serious learning problems resulting primarily from her physical disability, time lost from school during surgery, and relocation to the U.S. Wo has poor circulation in her hands and feet that causes swelling and discoloration of her fingers and toes. Extremely motivated to learn and from an educationally ambitious family, she is keenly aware of her failure and very anxious in academic situations. This results in further impairment of her performance. Academically, she is far below the fifth grade in reading, spelling, and arithmetic. She reads at a low third grade level, with good overall comprehension based on context, but with many common words unknown to her. Auditory discrimination of consonant blends and knowledge of the consonant sound-symbol relationship are inadequate. In addition, she confuses some of the short vowel sounds and is unsure of the long vowels. Wo Lin has not read enough in English to develop a sufficiently large sight vocabulary to cope with the assignments given her. In arithmetic, she can perform the basic operations, but she lacks the reading ability required to complete word problems. In addition, she has difficulty completing multi-step problems such as three digit multiplication or long division. Finally, her physical condition makes holding pencils and crayons difficult. Her poor handwriting and artwork are a source of embarrassment to her.

Wo Lin is an extremely pleasant student who makes friends easily and enjoys group activities during classes or at recess. She is the middle child in a two-parent family. Her siblings are academically average brothers who are very protective of Wo in social situations.

BETSY Betsy is a 13-year-old adolescent who is having difficulty handling schoolwork due to specific reading problems. Because reading is hard for her, Betsy is not able to handle the demands of the content subject areas in the seventh grade at Johnson Middle School. She has a good sense of humor, expresses herself well, and has insight and feelings about her learning problems. Although Betsy has had help with reading over the last few years, she has become discouraged because her reading has not improved significantly. She appears to have taken the responsibility for failure upon herself. Betsy's learning problems are compounded by frequent absences from school and have interfered with consistency in learning. Betsy has poor visual-motor coordination (reflected in such things as poor handwriting skills), uneven and inconsistent phonics knowledge, a poor sight vocabulary, and some reversals of letters and words. She is an anxious, tense reader. Though Betsy makes many mistakes, she has a quick grasp of the essential material she reads and she can understand material read to her at the seventh grade level. Her reading of words in isolation is at the mid-third grade level.

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BRYCE

Bryce has delayed progress in reading, writing, and comprehension compared to his peers. He is only capable of passing reading tests on a 1.6 reading level although he is in third grade. He is able to complete the basic math functions, but has difficulty solving word problems. The extra one-on-one time with Bryce has not resulted in much improvement. He is experiencing frustration and often gives up when faced with difficult academic tasks.

Bryce’s writing samples show below grade-level spelling, disorganization, incorrect subject/verb agreement, and limited vocabulary. His previous teacher comments that he becomes easily frustrated when he has to read or write and often says he is so dumb, he could not even pass first grade. In addition, Bryce’s previous teacher comments that he will not stay on task unless the teacher constantly reminds him. His handwriting is very clear and neat. Bryce lives at home with his mother, father, and younger sister. His father seems to be a little frustrated with Bryce and does not understand why he has trouble with school. Because Bryce repeated first grade, his younger sister is now in the same grade.

He behaves appropriately in social situations and often leads peer games and activities. He enjoys dogs and farm animals and drawing pictures of his pets. Bryce also enjoys physical activity because he is usually better at athletic activities than most of his peers.

ANGELAAngela is a 12-year-old female who attends sixth grade with her peers at Baker Elementary

School. However, she was referred for special education services in first grade when she experienced problems in reading and writing. In fifth grade, Angela’s teachers requested a follow-up evaluation. Problems noted by her classroom teacher were disorganization, uncontrolled energy, and weakness in writing. According to teachers, Angela tries very hard and seems to know information but has trouble retrieving it. Angela behaves well in class and participates regularly.

Based on individual assessment results, she is operating cognitively at age 10.5 in the low-average range based on her age. However, she is only reading at a third grade level. She also has difficulty in spelling and can only spell words at the fourth grade level. She experiences problems in the areas of spelling three letter clusters and adding suffixes and prefixes to words. She seems to have trouble understanding rules such as changing the “y” to an “i” before adding “es.” She exhibits strong comprehension skills when material is read with her or to her. She expresses good content in writing but her expression is limited by her difficulty with spelling. Further assessments indicate a visual motor perceptual delay that may be a factor in her difficulty in retrieving answers and in written language. When answering questions in class Angela offers intelligent answers that are often incorrect. Often she seems to know correct answers but has trouble retrieving them.

Angela lives with her father, stepmother, an older brother, and younger sister. Angela has a neat appearance and positive attitude. She has many friends at school and in her home neighborhood. She enjoys playing board games and riding her bicycle.

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CHRISTOPHER Christopher is an 11-year-old male who attends the sixth grade with his peers in a neighborhood

elementary school. Christopher is very quiet in class and well behaved. He has good relationships with his peers, teachers, and other school staff.

Overall, Christopher’s individual assessments indicate that his cognitive ability is in the average range for his age. However, Christopher has difficulty in oral reading and reading comprehension skills. He scored at the third grade in reading. His reading comprehension levels were higher than his word recognition skills. Christopher can recognize most familiar words, but when he tries to sound out unfamiliar words, he is unsuccessful due to inconsistencies in some phonetic sounds. Reading comprehension scores place him at a second grade level. In addition, Christopher is significantly below average in his spelling, scoring on the third grade level. He can write simple sentences and even four or five sentence paragraphs with limited description. His written work is difficult to read because his spelling is so inventive. He functions at grade level in math computations, but has difficulty reading word problems.

Christopher lives at home with his mother, father, and two sisters. His sisters are both younger and attend the same elementary school. The family environment is happy and supportive. His mother states that he enjoys school, even though it is sometimes difficult. Christopher likes football, basketball, and playing with his friends.

BRIANBrian is a 15-year-old high school student whose favorite subject is band. This is his third year in

band, and he is playing the first trumpet part along with two other students. Brian’s hobbies include drawing, listening to music, and watching movies. He is a star player on the boys’ soccer team. His IEP notes a significant learning disability (dyslexia).

Brian reads at a 5.5 grade level, but comprehends most of what he reads. His form of dyslexia involves difficulties in decoding: he often reverses letters that are similar in appearance (such as lower-case b and d), requiring additional time to decode even simple words. His overall reading pace is therefore slower than that of his classmates, and he sometimes misses key points of written information located near the ends of paragraphs or chapters because he cannot get to the end of the information within the allotted time.

Brian’s math skills are at a 6.0 grade level. Again, the effort and time he needs to be sure he is copying the numbers and/or solving the problems correctly often keep him from getting all the way to the end of assignments or practice sets. He typically completes 70–80% of a non-adapted assignment.

Brian writes creatively and with an age-appropriate understanding of order and planning. However, he writes at a slower pace than that of his classmates because he must check and recheck each sentence as he goes along. He often does not have quite enough time to proofread a timed composition, such as those on tests. To compensate, he often writes shorter essays and leaves out some relevant information to be sure he finishes on time. Brian often misspells words and sometimes spells the same word differently on the same page.

Brian’s oral communication skills are excellent. When he is allowed to give answers in oral form or volunteers to answer a question in class, his answers are more thorough, thoughtful, and do not require additional time to formulate. Brian enjoys group projects where he can act out a role or serve as a moderator.

Brian enjoys participating in the band and is naturally talented. He is willing to work hard to stay at or above the level of the other students. Brian can read music, although usually at a slower pace than that of his classmates. He is generally well behaved and does not try to draw attention to himself.

Brian family life is stable. He lives in a middle-class neighborhood and both of his parents (who are still married) work outside the home. He has a younger brother, Jason, who is in the fifth grade. Jason does not have a learning disability.

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JEFFJeff is a 15-year-old student in the ninth grade. He is identified as having a learning disability on

his IEP. His area of greatest difficulty is written expression. Jeff is a friendly, but shy, ninth grader who enjoys NASCAR and video games. He plays on the soccer team after school, and although he isn’t a star, his coach says that his work ethic makes him a valuable asset to the team. This is Jeff’s first semester as a freshman in a new high school. He attends language arts class during his first period of a four-block per day schedule. He has physical science with Mr. Robinson during second block, attends lunch, and then spends third block in a freshman orientation class. During fourth block, he goes to the resource room for help with assignments and homework with his special education teacher.

Jeff’s reading comprehension is average for his age and grade, but he has difficulty reading out loud. Although he does not have math this semester, Jeff is an average student in this subject and states that math is his favorite subject. Written expression is the area where Jeff’s disability manifests itself. He has both product and process problems. He overuses simple subject-verb constructions, repeats high frequency words, and has poor organization and structure, accompanied by many mechanical errors. His approach to writing shows little systematic planning; he has great difficulty in putting his ideas on paper because of his preoccupation with mechanics and does not monitor or revise his writing well. Jeff’s level of oral expression is age-appropriate.

Jeff lives with his mother and grandparent in an upper-middle class neighborhood near school. His father lives in another state and does not often see his son. Both his mother and grandparents take an active role in Jeff’s education.

Jeff’s physical development is age appropriate. He has some low self-esteem issues, however, because of his disability, but his acceptance on the soccer team and the collaboration of his family and teachers over the last few years have helped in this area. The low self-esteem still manifests itself in minor episodes of disruptive behavior in class, especially when he feels intimidated by an assignment.

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Case Study: Building a Positive Social Classroom Climate

Ms. Whitworth is a fifth-grade teacher. She works closely this year with Ms. Pleva, the multi-categorical special education teacher in her school, since she has three students with disabilities in her class. John has a moderate learning disability; he reads at a first-grade level and often refers to himself as “dumb.” George has an emotional disability; he is often very withdrawn, but he is a perfectionist and if he makes an error he can suddenly lose his temper and verbally or physically lash out at others or throw his materials across the room. Constance has a moderate visual impairment; she uses large-print books. However, her vision appears to be slowly deteriorating and she is very worried about this. Of course, in addition to these students, Ms. Whitworth also has her other 25 students—one of whom is from a family with a history of abuse, one of whom lost his father in an auto accident last month, and several of whom live in extraordinary poverty. Fourteen of her students read below grade level, but two have been identified as gifted.

Ms. Whitworth has as a priority creating a positive social classroom climate. She believes that this is as important as the required curriculum since, for so many of her students, school is the safest and most structured place in their lives and a place they can learn to trust and respect others. Ms. Whitworth’s classroom is usually decorated with student art and projects, and one bulletin board is always reserved for “social skills.” At the moment it includes pictures of all the students when they were babies and a challenge to students to identify who is who! At other times of the year, students decorate the bulletin board with brief biographies about themselves, descriptions of their favorite books, accounts of the best stories they’ve ever heard, and so on.

Ms. Whitworth begins each school day with her students in a low-key manner designed to encourage their interactions. Students put away their books, supplies, and lunches, and then choose an activity to be done with a classmate. As students make choices and begin their shared tasks, she circulates among them, asking questions that demonstrate she truly knows each student as an individual and gently guiding stragglers into an activity. She has found that this early-morning choice is far preferable to assigned seatwork or highly structured large-group activities. For George especially, this type of start to the school day seems to reduce the likelihood of an early temper outburst. For John, the paired activity without the pressure of “getting finished” lets him begin each day with a success. After about 15 minutes, the students have transitioned from the often-chaotic tempo of their out-of-school time and into the structure of the school day.

Ms. Whitworth uses a combination of teacher-led and student-led instructional approaches. When she uses cooperative groups, she usually ensures that John, George, and Constance are in different groups. She does this because of the extent of their learning needs, but also so that all class members come to know and value each of them as classroom members. For the past month, she has arranged the class so that Constance is in a group with two girls and one boy who are particularly sensitive. They seem to know that joking about Constance’s thick glasses and adapted materials is no longer light-hearted banter now that her vision is deteriorating. When Ms. Pleva co-teaches with Ms. Whitworth, she makes sure she praises these students for their positive interactions in their group.

Ms. Whitworth uses one other strategy on a regular basis. When the inevitable fight, name-calling, or bullying occurs, she convenes a class meeting to discuss the matter and engage the class in problem solving. She is clear with the students that she expects them to respect each other and her and in class meetings, the students often generate surprisingly mature explanations for what might have happened and often-harsh consequences for the transgressors! Occasionally, Ms. Whitworth uses a class meeting to discuss a general issue about diversity, friendship, caring, or citizenship. Ms. Pleva often participates in planning and conducting these sessions.

Questions

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1. How typical might Ms. Whitworth’s class be? What particular challenges might she face because of the broad diversity in her classroom?

2. Why do you think Ms. Whitworth has made the deliberate decision to emphasize social relationships among her students? How do you think she might respond to pressure from a peer who says that social development isn’t the responsibility of school or who suggests that the students won’t do as well on a yearly standardized achievement test because of this “soft” approach?

3. Ms. Whitworth has developed a strategy for starting the school day to both help her students and to provide herself with time to share with them. How could you adapt this strategy to your own classroom? How else might you make time during the hectic school day to spend time individually with your students?

4. If you were teaching in Ms. Whitworth’s classroom, how many students would you place in a cooperative group? For which subjects or topics might you choose to use cooperative groups? Given what you learned about the composition of the class, how would you compose the groups? Justify your response.

5. If you were planning to use a class meeting as Ms. Whitworth does, how would you go about introducing the concept to students at the beginning of the year? What topics would you emphasize in the meetings? How often would you schedule them?

6. The introduction to the case study suggests that Ms. Whitworth works closely with Ms. Pleva. What role would you see Ms. Pleva having with this class as a support to Ms. Whitworth’s efforts to promote positive social relationships? If you were Ms. Whitworth, what types of assistance would you request from Ms. Pleva?

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