Alexis Shuban, a high school special education supervisor is shocked when a student earns an unusually high score on an eleventh grade achievement test. His score is so high, in fact, that he would be eligible for an academic scholarship if he had taken a college preparatory program of study. Unfortunately, this student, a high school senior, has been in special education classes since the 5^th grade and has not taken a college preparatory program.

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.

The New Kid

Jared is a welcome addition to Ms. Dennison’s class at a special school for students who are emotionally disturbed. He is the only student in the class who smiles continually, shows concern for others, follows directions, and is generally a likable character. Ms. Dennison, disagreeing with the psycho-educational reports that placed Jared in her class, is concerned that Jared is mislabeled.

Silent Participants

Dorothy is a teacher for students with learning disabilities who was given the responsibility of facilitating an IEP meeting for Daniel who was returning from a day treatment program. Daniel’s teacher was a general education teacher committed to including Daniel in her class, but she was struggling with how to deal with her behavior. Dorothy, being a teacher for learning disabled students, did not feel she had the expertise necessary to deal with this situation and was also concerned that Daniel’s teacher may be taking on too much. She had hoped to get some solutions at the Child Study Team (CST) meeting.

When the six special education classes at Valley Elementary have to be realigned into four, Tom Jefferies, a fifth grade student, has to return to his primary class with his old teacher, Lisa Jenkins. Tom’s subsequent behavioral setback demonstrates a predictable consequence of such an unfortunate action.