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 ...