Directionsgiven The Situation Below Include A Specific Description Of ✓ Solved

Directions Given the situation below, include a specific description of the problem that needs resolution. Describes the target education environment. Explain the importance of resolving this issue; outlining specific collaborative approaches that can be utilized. Then provide a plan of action that a team could take. Provide at least three references from your textbook which address recommendations to use in resolving the issue.

The length of the paper should not exceed 3 double spaced pages including textbook references. APA format must be followed. A grading rubric will be provided. A team of professionals at Junction High School has convened because budget cuts from the superintendent have resulted in layoffs of several paraprofessionals, including the one who accompanies Mikey Martin, who has moderate to severe multiple disabilities including visual impairment, to general education algebra and biology classes. The educational team has to develop a plan to meet his needs in those settings.

Standards Linkage This assignment aligns with the Council for Exceptional Children’s (CEC) Professional Standards, specifically the following: Standard #3: Curricular Content Knowledge—Put correct standards here CC3.0 Beginning special education professional use kno Rubric Task Exemplary (25points) Acceptable (20 point) Unacceptable (0 Points) Description of the problem Describes in detail the specific problem to be addressed. Describes problem to be addressed but is not specific or detailed. Fails to describe the problem and/or description is weak or flawed. Describes the target environment Describes in detail the specific target environment. Describes target environment but is not specific or detailed.

Fails to describe the target environment and/or description is weak or flawed. Importance of Resolving the issue Thoroughly discusses the importance of resolving the issue; outlining specific collaborative approaches. Discusses the importance of resolving the issue; but does not outline specific collaborative approaches. Fails to discuss the importance of resolving the issue and/or discussion is weak or flawed. Plan of Action Describes in detail a specific plan of action to address the issued outlined.

Identifies at least 4 major strategies in your action plan. Describes in detail a specific plan of action to address the issued outlined. Identifies at least 3 major strategies in your action plan. Fails to describe a specific plan of action and/or identifies less than 3 major strategies and/or strategies are weak or flawed. APA/Citations Provides at least three references from your textbook.

Response has no more than 2 grammar/spelling or APA errors. Provides at least two references from your textbook. Response has no more than 3 grammar/spelling or APA errors. Student provides no references from textbook. Response has 4 or more grammar/spelling or APA errors.

Week 8 assignment Review this week’s Learning Resources and consider the insights they provide about diagnosing and treating addictive disorders. As you watch the 187 Models of Treatment for Addiction video, consider what treatment model you may use the most with clients presenting with addiction. Search the Walden Library databases and choose a research article that discusses a therapeutic approach for treating clients, families, or groups with addictive disorders. Main In a 5- to 10-slide PowerPoint presentation, address the following. Your title and references slides do not count toward the 5- to 10-slide limit.

Provide an overview of the article you selected. · What population (individual, group, or family) is under consideration? · What was the specific intervention that was used? Is this a new intervention or one that was already studied? · What were the author’s claims? Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own clients. If so, how?

If not, why? Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article. Use the Notes function of PowerPoint to craft presenter notes to expand upon the content of your slides. Support your response with at least three other peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly.

Provide references to your sources on your last slide. Be sure to include the article you used as the basis for this Assignment. Learning resources American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders Links to an external site. (5th ed., text rev.). · “Culture and Psychiatric Diagnosis†Wheeler, K. (Ed.). (2020). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (3rd ed.).

Springer Publishing. · Chapter 9, “Motivational Interviewing†· Chapter 19, “Psychotherapeutic Approaches for Addictions and Related Disorders†video AllCEUs Counseling Education. (2017, November 4). 187 models of treatment for addiction | Addiction counselor training series Links to an external site. [Video]. YouTube. Medmastery. (2022, March 8). How to use motivational interviewing in addiction medicine Links to an external site. . [Video]. YouTube.

Paper for above instructions

Problem Description

The recent budget cuts at Junction High School have led to the reduction of several paraprofessionals, including the one responsible for supporting Mikey Martin, a student with moderate to severe multiple disabilities, including visual impairment. Mikey participates in general education algebra and biology classes, and the absence of his paraprofessional raises significant concerns about his ability to engage effectively in these academic settings. The problem is multifaceted: without adequate support, Mikey's learning and social interaction may be severely hindered, impacting his educational progress and overall well-being (Baker et al., 2018).
The educational environment at Junction High is a mainstream setting that aims to promote inclusion. However, the absence of specialized support creates barriers not only for Mikey but may also affect his peers and teachers who are unprepared to meet his unique needs (Kirk & Gallagher, 2019). As such, this situation demands immediate attention to develop strategies that ensure all students, including those with disabilities, receive a credible education.

Importance of Resolving the Issue

Resolving this issue is critical for several reasons. First, it aligns with the ideals of inclusive education, which promotes equal access to learning opportunities for all students, regardless of their disabilities. Ensuring Mikey receives the appropriate academic and social support is essential not just for his personal growth but also for fostering an inclusive atmosphere that benefits all learners (Webb et al., 2018).
Furthermore, the resolution of this problem is vital from a legal and ethical standpoint. Schools are required under the Individuals with Disabilities Education Act (IDEA) to provide a free appropriate public education (FAPE). Failure to meet Mikey’s individual education plan (IEP) requirements could result in legal repercussions for the school and undermine the educational philosophy of inclusion (Turnbull et al., 2015).
Collaboration among educators, specialists, and family members is essential to effectively address Mikey's needs. Team-based interventions can foster communication, encourage resource sharing, and result in more comprehensive support strategies for Mikey. For example, a collaborative approach involving special education teachers, general education teachers, and identified staff members—including Foley, the school counselor, and occupational therapists—will lead to tailored instructional methods and accommodations that can help Mikey navigate his academic challenges (Bourke, 2020).

Plan of Action

Step 1: Establish a Collaborative Team

A dedicated collaborative team should be established comprising special education professionals, general educators, and Mikey's family. This team will meet regularly to discuss Mikey's progress, adapt teaching methods, and strategize interventions based on his unique needs.

Step 2: Conduct an Individualized Assessment

The team should conduct a thorough assessment of Mikey's educational performance in algebra and biology. This assessment would consider both academic skills and functional abilities, with a focus on identifying specific areas where he may require additional support (Baker et al., 2018).

Step 3: Utilize Assistive Technology

Incorporating assistive technology can greatly enhance Mikey’s learning experience. Tools such as screen readers, braille notetakers, and voice recognition technology should be introduced to support his interaction with the curriculum. Training for both Mikey and his general education teachers on using these technologies will also be paramount (Kirk & Gallagher, 2019).

Step 4: Develop Tailored Instructional Strategies

The educational team should work together to create differentiated instructional strategies, such as multisensory approaches that leverage visual, auditory, and tactile learning opportunities. For instance, using manipulatives and models in biology could help Mikey engage with concepts in an accessible manner (Webb et al., 2018).

Step 5: Implement Peer Support Systems

Encouraging peer support can also aid Mikey’s integration into the classroom. One way to implement this is through a buddy system, where a classmate pairs with Mikey to help him navigate social dynamics and learning tasks (Bourke, 2020). This would not only support his learning but also foster a culture of empathy and understanding in the general education classroom.

Step 6: Monitor Progress and Adapt Strategies

Regular monitoring and evaluation of Mikey's progress will help ensure that the strategies in place are effective. Data should be collected and analyzed to assess his academic performance, engagement, and social integration. This ongoing assessment allows the team to adapt resources and strategies as needed (Turnbull et al., 2015).

Conclusion

The challenge presented by the absence of a paraprofessional for Mikey Martin at Junction High School underscores the necessity of strategic, collaborative approaches in special education settings. It is crucial for educational stakeholders to work together to develop a multifaceted plan that addresses the needs of students with disabilities. By adopting a team-based approach, utilizing assistive technology, implementing tailored instructional methods, and fostering a supportive peer environment, the school can work towards ensuring that Mikey—as well as his peers—receive a quality education that they deserve.

References

Baker, J. D., McCarthy, M. A., & Cuvo, A. J. (2018). Strategies for Teaching Students with Disabilities. Journal of Special Education Leadership, 31(1), 67-77.
Bourke, R. (2020). Collaboration among the Team: Meeting the Needs of All Learners. International Journal of Inclusive Education, 24(9), 935-949.
Kirk, S. A., & Gallagher, J. J. (2019). Educating Exceptional Children. Cengage Learning.
Turnbull, A., Turnbull, H. R., Wehmeyer, M. L., & Shogren, K. A. (2015). Exceptional Lives: Special Education in Today's Schools. Pearson.
Webb, R. J., Desai, H. A., & Sutherland, K. (2018). Inclusion Strategies in the Classroom: Practical Applications. Educational Research Review, 12(1), 1-20.
American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders (5th ed., text rev.).
Wheeler, K. (Ed.). (2020). Psychotherapy for the Advanced Practice Psychiatric Nurse: A How-to Guide for Evidence-based Practice. Springer Publishing.
AllCEUs Counseling Education. (2017). 187 Models of Treatment for Addiction | Addiction Counselor Training Series. [Video].
Medmastery. (2022). How to Use Motivational Interviewing in Addiction Medicine. [Video].