Running head: CASE STUDY FOUR 1 CASE STUDY FOUR 3 Placement Option for a Special Needs Student MaDora Law Mary Urich SPE - 330 January 27, 2016 Placement Option for a Special Needs Student Special education and such related programs are designed for those students who are physical, mentally, emotionally or socially delayed (Jain, 2011). In the Individuals and Disabilities Act (IDEA), these programs are defined as designed instructions cost-free for the parents meant to meet the unique needs of children living with a disability. The following discussion focuses on the three placement options and how the suitability to Jacob`s case. Jacob is a 5th-grade student with ADHD, emotional and behavioral disorder. Inclusion Class In the inclusion class, also known as the mainstream placement, the student is placed in a regular education class among his or her peers (Jain, 2011). However, along with the regular teacher, a special –education teacher is included in the classroom as an external observer. The duties of the special needs teacher are to develop and adjust the curriculum to the child`s abilities. The special needs teacher is a professionally trained to observe and learn the nature of the child`s needs. Hence, the teacher can best decide how the curriculum can be designed to suit the child`s need. In inclusion classes, the benefit is that the child is not in isolation but gets to be with the other students in the mainstream of the school life. Since, the child is in the same class with the higher-achieving peers, the system may not provide the most intensive help the child requires. In Jacob`s case, due to his condition, he is not in good relation with his peers but seems interactive with younger kids and adults. Inclusion classes that would require Jacob to be with his peers would, therefore not work well for him. Resource Room A resource room is another placement method for students with special problems. In this kind of system, students who are identified as having problems in a particular subject may be moved to the Resource Room (Jain, 2011). In this room, there is a special needs teacher who works along with a group of special needs groups. The teacher therefore uses techniques that work most effectively for a special-needs population. Resource rooms are beneficial in that they help provide assistance only where the need arises as well as letting the student remain within the mainstream. The resource room, however, lack the routine and structure of a self-contained classroom. Resource rooms are therefore more like the special tuition areas where the student gets help on the subject that is pulling them back. The aim of this placement method is to help the student achieve the same level of understanding as their grade-level work demands. The special needs teacher has to observe keenly and identify accurately the factor preventing the student from catching up. The resource room placement method would not work effectively ...

1. Running head: CASE STUDY FOUR 1
CASE STUDY FOUR 3
Placement Option for a Special Needs Student
MaDora Law
Mary Urich
SPE - 330
January 27, 2016
Placement Option for a Special Needs Student
Special education and such related programs are designed for
those students who are physical, mentally, emotionally or
socially delayed (Jain, 2011). In the Individuals and Disabilities
Act (IDEA), these programs are defined as designed instructions
cost-free for the parents meant to meet the unique needs of
children living with a disability. The following discussion
focuses on the three placement options and how the suitability
to Jacob`s case. Jacob is a 5th-grade student with ADHD,
emotional and behavioral disorder.
Inclusion Class
In the inclusion class, also known as the mainstream placement,
the student is placed in a regular education class among his or
her peers (Jain, 2011). However, along with the regular teacher,

2. a special –education teacher is included in the classroom as an
external observer. The duties of the special needs teacher are to
develop and adjust the curriculum to the child`s abilities. The
special needs teacher is a professionally trained to observe and
learn the nature of the child`s needs. Hence, the teacher can best
decide how the curriculum can be designed to suit the child`s
need.
In inclusion classes, the benefit is that the child is not in
isolation but gets to be with the other students in the
mainstream of the school life. Since, the child is in the same
class with the higher-achieving peers, the system may not
provide the most intensive help the child requires. In Jacob`s
case, due to his condition, he is not in good relation with his
peers but seems interactive with younger kids and adults.
Inclusion classes that would require Jacob to be with his peers
would, therefore not work well for him.
Resource Room
A resource room is another placement method for students with
special problems. In this kind of system, students who are
identified as having problems in a particular subject may be
moved to the Resource Room (Jain, 2011). In this room, there is
a special needs teacher who works along with a group of special
needs groups. The teacher therefore uses techniques that work
most effectively for a special-needs population. Resource rooms
are beneficial in that they help provide assistance only where
the need arises as well as letting the student remain within the
mainstream.
The resource room, however, lack the routine and structure of a
self-contained classroom. Resource rooms are therefore more
like the special tuition areas where the student gets help on the
subject that is pulling them back. The aim of this placement
method is to help the student achieve the same level of
understanding as their grade-level work demands. The special
needs teacher has to observe keenly and identify accurately the

3. factor preventing the student from catching up.
The resource room placement method would not work
effectively for Jacob since in the system; a child is allowed in
the mainstream. Given the nature of Jacob`s problem, he cannot
relate well to the peers and can therefore not be maintained in
the mainstream along with the peers. Also, the resource room
placement method is designed for students with problems only,
in particular, subjects. Jacob, however, seems to have more than
one subject problems since he is accessed to have 3rd-grade
skill while he is in 5th grade.
Self-Contained Class
On the other hand, a self-contained class as a placement method
refers to removing the special needs child from the general
population and placing them in a controlled environment (Jain,
2011). In this controlled classroom setting, as with the other
placement methods, the child is in the hands of a special needs
teacher who acts in the capacity of a regular teacher. The
special needs teacher will, therefore, observe the student closely
and decide on how best to cope with the student.
In a self-contained classroom, the students may be using
different academic levels with different resources compared to
their mainstream friends. The students may use, different
textbooks and at times, totally different curricula. Self-
contained class placement method is, therefore, a different
experience designed to help the student learn at an individual
pace. The class is also custom made to suit the needs of the
student. The class offers appropriate expectations, routine and
structure though some students may require higher
specialization.
The self-contained class is the best placement method to help
Jacob. In this kind of placement method, Jacob is assured of
learning at his individual level and may learn to socialize with
people of his nature. In this placement method, Jacob gets to
interact more with the teacher, and this gives enough time for
the teacher to learn of Jacobs needs. The time helps to develop a
curriculum that suits Jacob`s needs. In the self-contained class,

4. Jacob does not have to struggle to keep up with other students
which boost his self-esteem.
Other related services that would help improve or manage
Jacob`s case are such as life skill training that could last till he
turns 22 years old. In life skill training, Jacob is equipped with
ways to overcome behavioral issues, social as well as academic
issues. The training helps Jacob realize when he makes people
uncomfortable and learns of how to relate better to other people.
He could also learn to control his voice when speaking to other
people who controls how other people relate to him.
Social Behavioral Skills (SBS) which is also known as applied
behavioral skills is another related service that Jacob could be
enrolled. In this program, Jacob will learn through the help of
trained teachers how to make life decisions and social skills that
promote self-responsibility with other students around him. This
program goes a long way in helping Jacob relate well with his
peers as he does with other people of different ages. Social
skills will help Jacob have a feeling of self-motivation and
responsibility, and maybe then, he could take his studies
seriously.
Technology can be used to bring the special children into the
general classroom so that they do not have to be singled out.
Students with learning disabilities benefit a lot from assistive
technology (AT) that embraces their strengths and minimizes
their challenges. Assistive technology is available to help
students with all kind of disabilities from physical impairments
to cognitive problems. The use of technology in schools
enhances learning, and this is an effective tool for most
students. In that, the technology works for the students by
eliminating their challenges (disabilities) and enhancing their
strengths (abilities) (Almekhalfi & Tibi, 2012).
Just like any other kind of technology, assistive technology will
help the students work easily and more quickly. Assistive
technology is also designed to increase the student`s
independence, such that they can do more work on their own
(Almekhalfi & Tibi, 2012). The technology ranges for most

5. elaborate and expensive to the simple and at low-cost depending
on the family capability. Assistive technology includes enlarged
texts for students with poor vision, and simplified computers for
students with motor difficulties. Non-verbal students could use
talking switches while students with reading problems can use
computers that scans and reads books. The technology helps the
teacher to select tools and materials that address the student`s
strengths and weaknesses.
Cooperative or collaboration teaching is an approach in
education where the special and the general teachers work in a
coordinated way to teaching a heterogeneous class jointly
(Obiakor, Bakken & Rotatori, 2010). The various models of this
type of teaching include; alternative, parallel, team, one
teach/one support, and station models of teaching. The best
model of teaching, however, would be the team teaching where
both teachers assume active roles and share the instructional
role. Team teaching while properly implemented indicates
evidence of both teachers working together to integrate their
role in the lesson. The models present a chance for the teachers
to work as equal partners in the lesson.
Team teaching model also allows for the teachers to share in the
act of planning for the lesson, the teaching as well as the
assessment of the processes (Obiakor et al. 2010).
Consequently, the collaboration will involve all the aspects of
curricula development, establishing instructions, evaluation,
and behavior and classroom management. In this model, the
teachers work as a team and are therefore expected to include a
commitment regarding their skills and experience.
Summary
The most appropriate classroom setting for a student like Jacob
would be the self-contained classroom setting. Since, in this
kind of setting, Jacob is assured of learning at his individual
pace and may learn to socialize with people of his nature. In
this placement method, Jacob gets to interact more with the
teacher, and this gives enough time for the teacher to learn of
Jacobs needs. Also, there is no worry about making other people

6. uncomfortable since having been isolated from the others, Jacob
will not have to interact with them.
The Council for Exceptional Children (CEC) standards
represents critical emphasis in the study of special education for
teachers preparing to join in the field. There are some seven
standards that the professionals should observe in the conduct
of their duties. Some of the standards aligned with the self-
contained class method of placement are the first two standards.
The first standard requires that the teacher understands the
individual differences in learning for their students (Nagc.org,
2016). The teacher should also focus on the impacts of culture,
family background and economic status on the student. In the
self-contained class, the teacher has enough room and time to
learn the student`s needs at a personal level. The second
standard requires teachers to consider multiple learning
environments for the student. The standard also requires
teachers to create safe and culturally responsive environments
for learning that the self-contained classes can provide
(Nagc.org, 2016).

7. References
Almekhalfi, A., & Tibi, S. (2012). The use of Assistive
Technology for people with special needs in the UAE. Journal
Of International Special Needs Education, 15(1), 56-71.
http://dx.doi.org/10.9782/2159-4341-15.1.56
Jain, P. (2006). Special education. New Delhi [India]: Pragun
Publications.
Nagc.org,. (2016). 2013 NAGC-CEC Teacher Preparation
Standards in Gifted Education | National Association for Gifted
Children. Retrieved 14 January 2016, from
http://www.nagc.org/resources-publications/resources/national-
standards-gifted-and-talented-education/nagc-cec-teacher-0
Obiakor, F., Bakken, J., & Rotatori, A. (2010). Current issues
and trends in special education. Bingley, UK: Emerald.
Chapter 4 Study Guide
1) What are the boundaries of Latin America?
2) How many residents does a city need in its metropolitan area
to qualify as a megacity?
3) What is the greatest threat to biodiversity in Latin America?

8. 4) Over the last 40 years, approximately what percentage of the
Brazilian Amazon rainforest has been destroyed?
5) Which Latin American country is most closely associated
with deforestation?
6) What percentage of the world's plant and animal species are
found in the Amazon rainforest?
7) What is grassification?
8) What city in Latin America was designed to be, and is an
example of a sustainable city?
9) What is the source of approximately 70 percent of Mexico
City's water?
10) What is the major environmental problems is associated
with Mexico City and Santiago?
11) What is the name of the mountain chain that extends the
length of South America's west coast?
12) What is the most distinctive characteristic of the Amazon
River?
13) How long are the Andes Mountains?
14) What are the two largest cities in Latin America?
15) Historically, these places have been underused as areas of
settlement in Latin America, especially compared to settlement
patterns in other regions.
16) Where are the people of Latin America concentrated?

9. 17) What material(s) provided the initial wealth of many
countries in the Andes Mountains?
18) What is El Niño?
19) What country of Latin America has the region's largest
population?
20) What is urban primacy?
21) Urban primacy occurs when
22) In the Latin American city model, what land use is located
along the "spine"?
23) What is the major reason for the preference for urban life in
Latin America?
24) A system wherein peasants farm small plots of land for their
own subsistence is referred to as
25) In Latin America, what did agrarian reform accomplish?
26) Which of the following was NOT a major reason for the
rural-to-urban migration in Latin America?
27) Throughout most of the 20th century, Latin America
experienced ________ population growth rates.
28) Which country in Latin America sends the largest number of
legal immigrants to the United States?
29) What is a mestizo?
30) Why did Japanese people migrate to Latin America?
31) Which country in South America has long attracted Bolivian

10. and Paraguayan laborers?
32) What evidence demonstrates the resilience of the Indian
cultures in Latin America?
33) What factor was most crucial to the survival of the
remaining indigenous people of Latin America?
34) Which Amerindian group lived in the Valley of Mexico, the
site of modern day Mexico City?
35) After a century-and-a-half of colonization, what was the
size of the indigenous population of Latin America?
36) What is the ethnicity of the majority of people in Latin
America?
37) What language is the second-most common in Latin
America?
38) Historically, what has been the policy of most countries
regarding Indian languages in Latin America?
39) Which of the following is an example of syncretic religion
in Latin America?
41) Which European country had a territorial conflict with
Argentina over the Falkland Islands in the early 1980s?
42) When the countries of Latin America regained their
independence, who were the leaders?
43) What trade block is the most important one in Latin
America?
44) Which of the following countries is NOT a member of the

11. North American Free Trade Agreement?
45) What are Colombia's FARC and ELN?
46) Approximately how many people today are employed in
maquiladoras in Mexico?
47) In recent years, what kind of economic activity has Costa
Rica been attracting?
48) By what name do we know the Mexican assembly plants that
line the border between Mexico and the United States?
49) With respect to the success of maquiladoras, which of the
following is NOT one of Mexico's competitive advantages?
50) Why did the number of people employed in Mexican
maquiladoras begin to drop after 2001?
51) What Latin American country is the world leader in coffee
production?
52) What is dollarization?
53) What is dependency theory?
54) What is import substitution?