Was told to follow the iep and that her concerns

This preview shows page 1 - 2 out of 2 pages.

was told to follow the IEP and that her concerns could be brought up at the annual IEP (Gorski &Pothini, 2018). I understand both perspectives and feel as though Ms. Foster’s refusal of the accommodation for the fire drill is a direct result of Ms. Stinson’s response to her concerns at the beginning of the case. The biggest opportunity presented by this case is that of a conversation on equality versus equity.Ms. Foster’s (equality) all students are treated the same versus Ms. Stinson’s (equity) students given what they need to have the best opportunity for success, (Gorski & Pothini, 2018, p. 124).The ethical paradigm most related to this case is the ethics of care because it “requires leaders to consider multiple voices in the decision-making process” (Shapiro & Stefkovich, 2011, p. 18). Ms. Stinson, Ms. Foster, Aiden, Aiden’s parents and the school principal all need to discuss and create a plan that will most benefit Aiden’s needs inside and outside the regular classroom. Each voice needs to be part of the IEP. To be effective in meeting the needs of an individual with a disability, the development and implementation of the IEP require regular and special education
teachers, families, administrators, and related services providers to work collaboratively together (Phillips, 2013).

  • Left Quote Icon

    Student Picture

  • Left Quote Icon

    Student Picture

  • Left Quote Icon

    Student Picture