An immediate response that I would have for this situation would be to goahead and pull Aiden from the classroom for this first drill. Ms. Foster wascompletely unwilling to work with the student’s needs because it was notspecifically stated in the child’s IEP. Ms. Foster was already putting off frustrationwith having the child with the IEP so Ms. Stinson should make a temporaryconcession by pulling the child. After the drill, Ms. Stinson should speak with thespecial education coordinator and the parents to schedule an addendum to the IEPto make provisions for the student, and potentially put a set of headphones in theclass so there wouldn’t be a disruption of her coming in the class. General educationteachers need more training and need clear understanding of what is expected ofteachers of students with IEPs (Bemiller, 2019).Gorski, P. C., & Pothini, S. G. (2018).Case studies on diversity and social justiceeducation(2nded.). New York, NY: Routledge.Bemiller, M. (2019). Inclusion for All? An Exploration of Teacher’s Reflections onInclusion in Two ElementarySchools.Journal of Applied Social Sciences(19367244), 13 (1), 74-88. -org.ezp.waldenulibrary.org/10.1177/1936724419826254
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Aiden, IEP, Individualized Education Program, Ms Stinson