1. Read the following scenario:
Adam is a fifth-grader diagnosed with a learning disability who receives instruction for all core subjects in the resource room with the special education teacher. He resides with his elderly grandparents who have full custody, while his older sister who was born with severe complications from fetal alcohol syndrome resides in a facility where she receives around-the-clock care. Adam does not have any contact with his biological mother. He never knew his biological father. His grandparents are the only caregivers he has ever known and they are overwhelmed and feel unprepared to adequately address Adam’s increased oppositional behaviors and lack of academic progress. They are reluctant to meet with any school personnel as they feel the school should take care of school matters while they take care of the home matters.
Based on this scenario, how can you, as the special education teacher, begin the conversation with Adam’s grandparents about how additional supports outside the classroom could benefit them as well as Adam? What resources and supports would you recommend to them? Why? SPED 150 words with in-text citations.
2. Imagine yourself in Lowell, Massachusetts in 1840 where either you or a close family member works as a factory girl in the textile mill. Discuss what you (or your close family member) experience and see. Consider how technology has made the town distinct and if women affiliated with the mill were treated better or worse in society than their peers elsewhere.
Your response must be at least 200 words in length