Cognitive Disabilities
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Ginny is a new 9th grade student at Midland High, a school that has received special recognition as completely accessible to students with physical impairments. Ginny, born with Spina Bifida, is grossly overweight and confined to a wheelchair. Diane Lane, the Exceptional Student Education coordinator, is struggling to help Ginny and her family control her weight and hygiene so that she can participate in a school-to-work program.
Charlie, a ten year old who has been in a self-contained EMH classroom, recently moved with his family to a new state. This will be his first experience in a school committed to inclusionary practices. The Special Education co-ordinator finds a temporary placement for Charlie in a 5th grade classroom until she can conduct a thorough assessment of his needs and abilities. The 5th grade teacher is overheard in the teacher's lounge complaining about having Charlie in her class.No Place to Go
In an effort to provide her preschool students with disabilities the opportunity for inclusion, Sally worked to integrate her class with a Headstart program. She engineered the project, relinquished her space and resources to merge with three other teachers in a cooperative venture of inclusion. Initial success turned to despair the second year after students with more severe handicaps were enrolled in the program and the general education teachers balked at working with them.
Christine Wallace is struggling to meet the needs of her general education class with the addition of two children with special needs. One of those children, Katy Alvarez, has it designated in her IEP that she will have the assistance of a special education aide while in Christine's class. Having Katy's aide, Ms. Butler, in the classroom makes Christine's job more manageable, but school administration is reassigning her elsewhere on a regular basis. Christine debates how to handle this delicate issue.
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