Edgardo’s Case Study

Introduction

The inclusive education approach has been shown to benefit all students in the classroom. Children with learning disabilities and psychological disorders benefit from the individualized attention and equity. In an inclusive education classroom, children also learn how to interact positively with each other. However, for the learning environment to be beneficial for all children, teachers and other school staff must have adequate knowledge on how to deal with the different kinds of needs presented in the classroom. In the case of Edgardo, the inclusive classroom approach would be termed defective because his learning disability is not well managed; hence he is unable to learn. Additionally, as a result of his disability being inadequately handled, he is a distraction to the rest of the classroom, which affects their learning.

Assessment

Oppositional defiance disorder is a disorder that is mostly diagnosed in childhood whose main characteristic is uncooperativeness and defiance towards authority figures. Behavioral treatment contributes significantly to the management of this condition (O'Connor, & Daly III, 2018). Edgardo, a fifth-grade student, has been diagnosed with ODD. It impedes his learning, and also occasionally affects his classmates because he sometimes has a tendency to disrupt the classroom.

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The improvement of the behavior of a child with ODD can be achieved through effective intervention and treatment strategies. In this case, however, the teachers and school staff are not well-qualified to deal with the challenges presented by a child who has ODD due to their lack of training. The special education teacher has only basic knowledge of applied behavior analysis (ABA) and is in the classroom for only half the day, while the rest of the teaching and support staff have no training in ABA. To provide effective support to Edgardo, it is imperative for the teachers and paraprofessionals in the classroom to undergo training that will equip them with adequate ABA knowledge and skills.

Reference

O'Connor, M. A., & Daly III, E. J. (2018). Selecting effective intervention strategies for escapemaintained academic-performance problems. Journal of school psychology, 66, 41-53.