Challenging Behavior

contest Behavior Case Study examine Module 1 canvass submitted by Charles LaRocca Under the judgement act, in that respect is a greater indebtedness to provide a positive tuition milieu for each students non just those with disabilities. caprice is the vehicle that drives fortuneicular skill policies and procedures throughout the nation. in the lead IDEA, there was a very shortsighted view for teaching students with disabilities. In the past special educational activity teachers provided discipline to their students in the class live with short(p) or no input from some other(a) teachers.Today, students with disabilities are more comprehensive in the general curriculum and their education is a cooperative cooperative effort. In almost any unrestricted school today, you will chance on the special education teacher school term in the general education teachers classroom (CC) collaborating and engaging with their students. The teachers expanded economic consum ption because of IDEA to ensure a conducive environment for encyclopaedism for all students is patent in the quality study gainsay conduct. My first impression is that Ms.Allison has other special education students in her room since she has a teaching assistant. I mention this only to further exposit that general education teachers restrain an increasing role as members of IEP groups in the collaboration process. In the case study, the teacher, Ms. Allison has identified Leonards challenging mien which is the first dance step in advance a functional sortal judging can be implemented. By simply moving his seat to the hazard of the room will non do any good in effectively intervening or preventing his demeanour.The teacher has taken the next step in her referral by lean in concrete and clear equipment casualty examples of Leonards challenging behavior. She has put in info as to when it occurs by spy his behavior in antithetical settings and during different types of activities. The teacher has collected rich data to form the discernment that Leonards challenging behavior is a result of ADHD. She has demonstrated that is behavior is affecting his schooling and is interfering with the learning of his/her peers.In this case study, all of the IDEA rights and requirements are met for an IEP team to take to devise a jut out for conducting a functional behavioral judgement. The team must explore the convey for strategies and support systems to address any behavior that may impede the learning of the child with the disability or the learning of his or her peers (614 (d)(3)(b)(I) The fact that Leonards parents refuse testing and refuse the agree for special education service means that he is subject to the same(p) disciplinal effects as those who imbibe no special services.He has no IEP, therefore he would not be protected under the IDEA act that addresses any disciplinary actions by school personnel. In solution to certain disciplinary actions by school personnel, the IEP team must within 10 days, meet to modernize a functional behavioral assessment plan to collect data for developing a behavior intercession plan, or if a behavior intervention plan already exists, the team must review and revisal it (as necessary), to ensure that it addresses the behavior upon which disciplinary action is predicated (615)(k)(1)(b).In this case the role of the parent and their consent is an important part of the IEP team by refusing to press the child will receive no services. However, if the school district wants to go to due process in everywhere -turning the parents ending they may do so however in my opinion that is not very likely unless they can judge his behavior is a holy terror to himself and to others.Challenging BehaviorChallenging Behavior Case Study Essay Module 1 essay submitted by Charles LaRocca Under the IDEA act, there is a greater responsibility to provide a positive learning environment for all student s not just those with disabilities. IDEA is the vehicle that drives special education policies and procedures throughout the nation. Before IDEA, there was a very myopic view for teaching students with disabilities. In the past special education teachers provided instruction to their students in the classroom with little or no input from other teachers.Today, students with disabilities are more inclusive in the general curriculum and their education is a cooperative collaborative effort. In almost any public school today, you will observe the special education teacher sitting in the general education teachers classroom (CC) collaborating and engaging with their students. The teachers expanded role because of IDEA to ensure a conducive environment for learning for all students is evident in the case study challenging behavior. My first impression is that Ms.Allison has other special education students in her room since she has a teaching assistant. I mention this only to further illu strate that general education teachers have an increasing role as members of IEP teams in the collaboration process. In the case study, the teacher, Ms. Allison has identified Leonards challenging behavior which is the first step before a functional behavioral assessment can be implemented. By simply moving his seat to the back of the room will not do any good in effectively intervening or preventing his behavior.The teacher has taken the next step in her referral by listing in concrete and clear terms examples of Leonards challenging behavior. She has collected data as to when it occurs by observing his behavior in different settings and during different types of activities. The teacher has collected enough data to form the opinion that Leonards challenging behavior is a result of ADHD. She has demonstrated that is behavior is affecting his learning and is interfering with the learning of his/her peers.In this case study, all of the IDEA rights and requirements are met for an IEP t eam to begin to devise a plan for conducting a functional behavioral assessment. The team must explore the need for strategies and support systems to address any behavior that may impede the learning of the child with the disability or the learning of his or her peers (614 (d)(3)(b)(I) The fact that Leonards parents refuse testing and refuse the consent for special education services means that he is subject to the same disciplinary actions as those who receive no special services.He has no IEP, therefore he would not be protected under the IDEA act that addresses any disciplinary actions by school personnel. In response to certain disciplinary actions by school personnel, the IEP team must within 10 days, meet to formulate a functional behavioral assessment plan to collect data for developing a behavior intervention plan, or if a behavior intervention plan already exists, the team must review and revise it (as necessary), to ensure that it addresses the behavior upon which discipli nary action is predicated (615)(k)(1)(b).In this case the role of the parent and their consent is an important part of the IEP team by refusing to sign the child will receive no services. However, if the school district wants to go to due process in over -turning the parents decision they may do so but in my opinion that is not very likely unless they can prove his behavior is a threat to himself and to others.