Petitioner, Kaitlyn M. (“Kaitlyn”) is a twelve-year-old student in the 6th grade. Kaitlyn resides with her maternal grandmother, Lydia Delacroix within the jurisdictional boundaries of Beaumont Independent School District (“BISD”). District records indicate that Kaitlyn has lived with her grandmother since infancy. Ms. Delacroix advised the District that Kaitlyn has a medical diagnosis of ADHD, asthma, and allergies. Ms. Delacroix has indicated that Kaitlyn’s was diagnosed with ADHD in first grade while attending elementary school in Vidor. Ms. Delacroix notified the BISD that Kaitlyn’s physician prescribed approximately five different medications for ADHD which were discontinued by Ms. Delacroix because she did not see positive results. Kaitlyn …show more content…
Kaitlyn was initially referred to special education during her 3rd grade year due to concerns regarding academic progress. Following a comprehensive evaluation, Kaitlyn’s ARD committee met and determined that Kaitlyn met the IDEA special education criteria as a student with a specific learning disability. Kaitlyn last annual ARD was conducted on December 17, 2015 at which time the ARD committee determined that Kaitlyn continued to meet the eligibility criteria as a student with a specific learning disability in the areas of written expression, reading fluency skills, reading comprehension, mathematics problem solving, and basic reading. Katilyn’s ARD committee appropriately determined that placement in the general education at Kaitlyn’s neighborhood school was Kaitlyn’s least restrictive environment (“LRE”). The ARD committee developed a program that allowed Kaitlyn to remain in her general education classroom with in-class “push-in” supports for 30 minutes twice a week in the area of math and 30 minutes twice a week in reading/language arts. The ARD committee developed goals in Kaitlyn’s areas of need including reading and mathematics. Numerous accommodations were developed to assist
Renee Heikamp, 19, and case worker from the Catholic Children’s Aid Society (CCAS), Angie Martin, were charged with criminal negligence resulting in the 1997 death of newborn baby, Jordan Heikamp. The charges were dropped shortly after Jordan’s death, due to a lack of evidence from the investigation of a 63-day inquest. (CBC, 2001). Renee Heikamp and her baby were residing at the Anduhyaun shelter that services Aboriginal women fleeing abuse during the time of his death. Jordan Heikamp had starved to death, weighing only 4 pounds, 4 ounces less than what he weighed at his pre-mature birth, in May 1997; a photograph shown to witnesses at the inquest revealed the corpse of the baby who was little more than a skeleton.
When conducting research for my project, I came across a website that contained a few primary sources regarding the Salem Witch Trials. One of these primary sources was the photo of a legal document explaining the death warrant and reasons for execution of a woman named Bridget Bishop. Bishop was claimed to be a witch in Salem during the year 1692, and the document explaining her significance involving witchcraft resides in the Peabody Essex Museum in Salem, Massachusetts. My thesis for this primary source is that the judge and jury believed they were seeking justice by executing Bishop, a woman whose death was truthfully based on her differences as a person rather than actual crimes she committed.
The court’s decision based on the treatment of young people in this case emphasizes on the concept of social justice, which means the fair allocation of wealth, resources and opportunity between members in a society. The appellant in this case, Louise Gosselin, was unemployed and under the age of 30. She challenged the Quebec Social Aid Act of 1984 on the basis that it violated section 7 of her security rights, section 15 of her equality rights in the Canadian Charter of Rights and Freedoms and section 45 of the Quebec Charter of Human Rights and Freedoms. For the purpose of this essay, we shall explore the jurisprudence analysis of section 7 and section 15 of the Canadian Charter of Rights and Freedoms. Section 7 states that everyone has the
Milwaukee teacher Katherine Gonzalez had a twisted way of helping her 11-year-old "chronically depressed" student cheer up.
School leaders and faculty are responsible to ensure engaging, rigorous, and coherent curricula in all subjects, accessible for a variety of learners and aligned to Common Core Learning Standards and/or content standards. As a special education program for severely disabled students including all these requirements in curriculum that is differentiated for the array of needs in the school isn’t easy. In response to the suggestions made by Ms. Joseph the principal decided that the best way to address it while still attending to the needs of the school would be to created an inquiry team that will research the findings in order to help with the decision making.
2.Facts: This case was originally presented before the district court of Colorado in 1993 on behalf of the parents of Gregory Urban, a seventeen-year-old teen with severe mental disabilities. Gregory and his parents moved to Evergreen, Colorado in 1991. The parents wanted Gregory to go to Evergreen High School but the school district placed him at Golden High School where he participated in support services for children with severe disabilities. The support services at Golden High School were not available at Evergreen High. After the development of Gregory’s IEP his parents voiced objections to what they believed constituted violations of Gregory’s right to a free and appropriate public education. These violations included placement of Gregory outside his neighborhood school and failure to stipulate transition services in his IEP. After initially participating in the IDEA administrative process the parents filed a case with the district court claiming the school district violated Gregory’s rights under IDEA and ADA. The court ruled in favor of the school district by rejecting
On 08/05/2016 at approximately 1:50 AM, this Investigator with Investigator V. Shroyer arrived at 12211 N. Paradise Village Parkway, Phoenix, AZ for Case # 537001 report of Child Neglect for victim Fiona McFadden (DOB: 03-05-2013) against her mother Monica Katich (DOB: 09-17-89). Upon arriving on the scene, this Investigator met with the report source, Phoenix Police Officer E. Gomez # 7977 in reference to Phoenix Police DR: 2016-00001441605. According to Officer Gomez, Phoenix Police received an emergency 911 call from Monica Katich that her friend later identified as Ashley Brook Post (DOB: 06-21-83) had overdosed on Heroin. Upon Officer Gomez arriving on the scene, Monica told Officers Gomez and Officer Cambell (#9021) that her friend Ashley
Carla Washburn, an incredible, inspirational woman that has sadly witnessed the 3 closest male figures in her life all pass on. This has resulted in Carla becoming depressed over the unbearable experience. Carla embraced in giving back to the community and that’s not surprising because she’s a person of spirituality. While, Carla is the client and is suffering through grief, it’s likely she’d benefit immensely from creating a program to work with the kids in the community and may give her a sense of worth she’s been seeking since these 3 tragedies.
Bryant, D. P., Smith, D. D., & Bryant, B. R. (2008). Teaching Students with Special Needs in
Things have been really looking up for Teresa Giudice late, but now another tax lien will have her scrambling for money once again. This star of The Real Housewives of New Jersey may never be able to pay off her debts the way that things are going lately. Radar Online shared the details about the new tax lien put on Teresa that has her working to pay something else off again.
Attention Deficit Hyperactivity Disorder (ADHD) is a psychiatric disorder that causes children to have problems with paying attention, trouble with following instructions, have impulsive behaviors and become easily distracted. Medications, such as Adderall and Ritalin, are used to treat the symptoms of this disorder by helping the patient to focus and pay attention while also curbing their impulsive behavior and hyperactivity. Side effects of these medications are, but not limited to, anxiety, addiction and in some cases psychosis. Proponents of giving ADHD medication to children argue that ADHD is a real disorder in children and the medication does improve the symptoms of the disorder by a large margin as well as being cost effective. Also, not only are the parents happy with the outcome of their children taking the prescribed medication but so are the children themselves. Proponents also argue that by not letting parents of the children, young adults and adults choose to take these prescriptions when diagnosed with ADHD that the medical and psychiatric communities would be in violation of the principle of autonomy. Justice as well would be violated since most of the burden of dealing with all the symptoms caused by this disorder would fall onto those with ADHD and partly on their families. Opponents of giving ADHD medication to children point out that it is not only going to children with ADHD but also being prescribed to those not diagnosed with the disorder as well as the pills being given or sold to other children and young adults. They also claim that the full side effects of ADHD medication are still not known and could have harmful long- lasting side effects on the children taking the medications. In this case, the princip...
The name on my birth certificate reads Kaitlyn Krystal Ransom, but when I was born it read Kaitlyn Samantha Burns, and now most people just call me Kai. When you look at me, I am a five foot, four inch ball of fluffy grandpa sweaters and shy smiles. I don't look like the type of person to be considered "mentally ill", except maybe if I had what I like to call the "cute" disorders. "Cute" disorders, for me, are categorized by disorders that people pity or romanticize. Anything that can be "treated" temporarily with soft animals and smiling at strangers and doing anything possible to make oneself feel better is a "cute" disorder. My disorder, though, is far less adorable.
...ded to occur in this realm of education. Before EHA and IDEA, how many students were neglected by the public school system; sent off to institutions to waste away. Families were facing the financial burden of paying for the facility that housed the child they were told would never amount to anything. As a result of these life changing laws, you will see a physically handicapped professor in front of a class, a paraplegic physician making her rounds in a hospital. Everyone has a dream. This author’s daughter who has Fetal Alcohol Syndrome wants to be a teacher. She is classified as mentally retarded yet has goals and dreams. Will she achieve this particular dream? Most likely not, but this author knows that the public education system will provide Hannah with an IEP and FAPE that will provide her with the proper tools to live a happy and content life.
The real work problem that we solved was figuring out the alternatives and possible solutions for a problem associated with Danielle Roper, who is a junior associate at Zelsa Global Accounting. The problem illustrates that she has been budgeted 120 hours to complete a project for a task at a client location in Atlanta. Due to increased traffic delays, she encountered an increase in her travel time and she had to use additional time to work on the project while she was at the hotel in Atlanta. As a result, she surpassed the budgeted hours that caused her to work 160 hours, which is 40 hours more than the time she was allotted. Danielle is hesitant to report the additional hours she worked because she fears that she will be perceived as being
Alison’s story is the perfect example of what many families must go through when faced with the possibility of having a child diagnosed with a learning disability. Alison was not diagnosed with visual and auditory dyslexia until the summer before entering college. However, while still a toddler, her symptoms had been brought to her mother’s attention by her sister’s teacher. Alison’s mother then noticed her habits in repeating words incorrectly and how Alison would need tactile clues to follow directions. At the recommendation of her kindergarten teacher, Alison was tested for learning disabilities and the results from the school psychologists were that she was acting stubborn or disobedient. Her family did not stop with the school’s diagnosis. They had private testing completed that confirmed Alison did not have a specific learning disability. The final word came from a relative that happened to be a psychologist. He insisted Alison would grow out of her difficulties. So Alison continued on with her entire elementary, middle and high school journey as a student and daughter with an undiagnosed learning disability.