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CS: Joan Marin, Marilyn Coe, and Warren Groves

by: Micah Haji-Sheikh

CS: Joan Marin, Marilyn Coe, and Warren Groves EDU 202-2001

Marketplace > College of Southern Nevada > Education > EDU 202-2001 > CS Joan Marin Marilyn Coe and Warren Groves
Micah Haji-Sheikh

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About this Document

The notes from our fourth case study.
Introduction to Secondary Education
Robert Shkorupa
Class Notes
mainstreaming, inclusion, Teaching, Education
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This 3 page Class Notes was uploaded by Micah Haji-Sheikh on Sunday September 11, 2016. The Class Notes belongs to EDU 202-2001 at College of Southern Nevada taught by Robert Shkorupa in Summer 2016. Since its upload, it has received 5 views. For similar materials see Introduction to Secondary Education in Education at College of Southern Nevada.


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Date Created: 09/11/16
“A classroom teacher, a special education teacher, and a principal hold different views about  mainstreaming a boy with poor reading skills.”    Joan Martin​ - 4th Grade teacher, teaching for 14 years, teaching 4th grade for six years  Marilyn Coe​ - Former classroom teacher, takes on the position of Special Education  __________​teacher with enthusiasm.  Warren Groves​ - Principal, believes that strong teachers make a good school  Donald Garcia​ - 9 year old boy, low reading level, mainstreamed into Joan’s 4th grade  ____________​class    The Committee on Special Education (CSE), made up of Marilyn Coe and Warren  Groves, ask a strong 4th grade teacher (Joan Martin) to mainstream three special  education students. This is Joan’s first experience with mainstreaming in. Until now,  special ed students were taught in a separate classroom. She had some experience  with gifted children in the past, but never with mainstreaming.     Joan agrees to having the three new students, as she was already looking for a  change of pace and a new challenge in her career. Two of the new students Joan had  little to no problem with. That left Donald Garcia.  Donald was LD (learning disabled). While all three kids were being mainstreamed  for the first time, Donald was the least skilled.     Joan made sure to warmly welcome each of the students. All of the kids needed  more attention than a typical fourth grader. None were outgoing and all were hesitant  and unconfident. Donald took much longer than the other two kids.    On the first quiz Joan gives, while the other two kids showed some effort -  Donald’s paper was left blank.    Joan goes to talk to Marilyn about Donald’s paper. Marilyn reminds her that  Donald reads on the first grade level, and probably couldn’t read her test. Frustrated,  Joan asks why he’s in her class if he can't read at a fourth grade level. Marilyn  emphasizes that not having the opportunity to mainstream would be very bad for  Donald’s development. Marilyn tells her that she is seeing progress in Donald’s  socialization, and he often talks about all the new friends he’s made in Joan’s class.  Joan agrees not to give any more surprise quizzes without telling Marilyn first.    Joan watches Donald closely for the next few weeks. Donald participates in  small-group activities and classroom discussions, but does no reading or written work,  and none of the other children ask for him to participate. Donald’s picked last by the  other students, and he continues to fail Joan’s tests.    Donald is unable to achieve the simplest of tasks. Joan has trouble deciding how  to proceed. If she asks for more from Donald, his frustration would increase; but  lowering her curriculum for his sake would hurt the rest of the class. If she created  special assignments just for Donald, that would defeat the point of mainstreaming.    Realizing Donald will receive an F in her class, Joan consults with the principal -  Warren Groves. Warren tells Joan if Donald cannot perform at the level of her class,  then he simply doesn't belong.    The next day, Joan meets with Marilyn to discuss her dilemma. Feeling as if they  have both failed; the only option is to remove Donald from Joan’s class.    Marilyn was a teacher who then entered the LD field. She has worked very hard in  order for her special ed students to succeed. Mainstreaming is implemented into the  school based on Marilyn’s decision, but is highly suggested by the principal. Having  mainstreamed two other children into a math class, she decides to place three boys into  Joan’s class. Marilyn knows that Donald’s reading level is low, but she decides to  mainstream him anyways because:  - All three students will be entering middle school in a matter of years.   - When Marilyn was a regular teacher, she felt she did not give her own students  enough science or social studies.   - The three boys have spent very little time with their peers.    Donald's only other stated issues besides his reading level, are his immaturity,  and short attention span. No real home issues, but his parents are both from South  America; so their english isn’t the best (but Donald doesn’t speak spanish. They are  happy for their son to receive extra help. Warren recommends Donald is put in Joan’s  class.    Marilyn meets with Warren after her conversation with Joan. Warren gives  Marilyn mixed messages. He tells her that neither of them are experts on  mainstreaming, but agrees with Joan - a student who cannot meet the teachers  demands should not be mainstreamed. The CSE agrees to meet with Joan. In Marilyn’s  opinion, the key to the problem is to change Joan’s grading policy.    The three individuals meet to discuss the situation. Warren also blames himself  for the problem with Donald, regardless of Marilyn’s strong case for why Donald should  be mainstreamed in the first place. All three of them had a good reason to try  mainstreaming, but not one of them have a solution to their problem. 


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