Case Book One

Remy Leus taught Tad last year as a kindergartener, and now has him as a first grader. It is the fourth week of the school year. Tad has been participating in some classroom activities, but so far he has refused to do any work. Remy meets with the special education coordinator at the school, Ms. Spead, and Tad's aunt, Ms. Huer. Ms. Huer says that Tad's mom has sent her to represent the family at the meeting.

MS. LEUS: Tad is a good boy. He is quiet and cooperative in class. He does not cause any problems. However, some learning areas and skill development lags have been showing up. Tad has been very inattentive in class, and inconsistent in showing any skills in reading. Tad did not learn to read sentences last year, although he did learn to sound out short words. He does not know any sight words, and often does not recall the letters of the alphabet unless he sees them with pictures of familiar objects. Tad is now in the slowest reading group, and knows this. He tells me that he is a good boy, but a bad reader. I am concerned about his learning.

MS. HUER: This is news to me. I thought Tad was doing well. He comes home and tells me that everything is fine. He never has any homework. He sits and reads his books to himself over and over.

MS. LEUS: This is interesting. Tad has homework almost every night. He never brings it back done. Tell me more about his reading to himself.

MS. SPEAD: Ms. Leus, do you know if Tad knows what homework is, and how to do it at home?

MS. LEUS: I am not sure. I guess I assumed he knows what homework is. The other children know.

MS. HUER: Tad does not have any older brothers or sisters. He does not have the examples from them. Maybe he doesn't know. He tells me he does not have homework. Do you think he is lying to me every day? He does sit and read over and over his nursery rhyme books.

MS. SPEAD: There is a possibility that he does not know what homework is, or how to do it, the steps involved. He may not understand. I think we have to find out what he thinks homework means. Ms. Huer, is there anything else going on at his house that is important for us to know?

MS. HUER: Well, I am not sure what is important. Let's see. I moved into Tad's parents home to take care of Tad and his sister about eight months ago. His mom is my sister. She has problems with her health, and wasn't able to consistently care for Tad. Tad doesn't see her much, and I am trying to make the best of it. I moved into the house so Tad didn't have to move. His younger sister was a handful for me, and she recently went to stay with her grandmother full time. It is easier that way, since she is too young for school. Tad's dad works two jobs to try to support the family, pay the medical bills, etc. He is a truck driver and not around much. I guess I stopped asking Tad if he had homework since he kept telling me he didn't. I think I have to start doing that again.

MS. LEUS: That will help, if Tad actually knows what homework is. I didn't know Tad's mom was sick and his dad was gone a lot. In fact, I didn't even know you were taking care of him. Tad doesn't tell me anything about home.

MS. SPEAD: Maybe Tad isn't talking about it because he is upset, or he doesn't know what to share. Maybe he doesn't understand everything that is happening. I think we need to talk with Tad and find out what he is thinking and feeling.

MS. LEUS: Okay, I will talk with Tad. I still don't know what we are going to do about his reading and learning, though. Ms. Huer, I would like permission for Ms. Spead and I to do some more work with Tad, maybe some testing, and maybe we can figure out what is going on.

MS. HUER: Well, you have my permission. I hope we can find out why he is reading at home and not at school.

Teacher Notes:

• Human development and capabilities to engage in various skills varies widely, especially in young children. Ms. Leus has already taught Tad for one full year, so she knows him. It would be atypical for a teacher to make the decision that a primary-age child is having problems with learning so early in the school year if the teacher did not know the child.
• Ms. Leus asked the special education coordinator to this meeting for a variety of reasons, including:
• It is generally preferable to have another teacher or administrator involved in meetings with parents or guardians, especially if there are concerns or problems to be addressed. This way there is someone else at the school who is also aware of the situation.
• Having another staff person at the meeting should not overwhelm the parent, but does stress concern on the school's behalf.
• If the child does need further follow-up and possibly meets criteria for consideration for services under I.D.E.A, part of the steps to start that process are better documented
• Two heads are better than one for coming up with possible strategies to help the child. Remember, most special education teachers know strategies that will help all children.