Next Steps to Take Regarding Stakeholders

The following stakeholders need to be involved in reviewing Stephen’s current LRE placement:

• Stephen’s parents: Stephen’s parents are his primary stakeholders and have the right to make decisions about his education. They need to be involved in all discussions about Stephen’s placement and need to agree to any changes.
• Stephen’s general education teacher, Ms. Gonzales: Ms. Gonzales is Stephen’s primary teacher and is responsible for his education in the inclusive classroom. She has firsthand knowledge of Stephen’s behaviors and needs.
• Stephen’s special education teacher, Mr. Kuchar: Mr. Kuchar is responsible for developing and implementing Stephen’s IEP. He has expertise in special education and can provide guidance on the best placement for Stephen.
• The school principal: The school principal is responsible for making decisions about the placement of all students in the school. They need to be involved in the decision-making process for Stephen’s placement.

Legal Responsibilities of Stakeholders

• Stephen’s parents: Stephen’s parents have the right to participate in all decisions about his education and to receive information about his progress. They also have the right to disagree with the school’s decisions and to request a due process hearing.
• Stephen’s general education teacher, Ms. Gonzales: Ms. Gonzales is responsible for providing Stephen with a free and appropriate public education (FAPE) in the least restrictive environment (LRE). She is also responsible for maintaining confidentiality of Stephen’s student information.
• Stephen’s special education teacher, Mr. Kuchar: Mr. Kuchar is responsible for developing and implementing Stephen’s IEP. He is also responsible for working with Ms. Gonzales to provide Stephen with a FAPE in the LRE.
• The school principal: The school principal is responsible for making sure that all students in the school receive a FAPE in the LRE. They are also responsible for maintaining confidentiality of student information.

Foundational Knowledge of the Special Education Process and Issues Within the Case Study

My foundational knowledge of the special education process and issues within the case study led me to decide upon the following next steps:

• Involve all stakeholders in the decision-making process: It is important to involve all stakeholders in the decision-making process for Stephen’s placement. This includes Stephen’s parents, Ms. Gonzales, Mr. Kuchar, and the school principal. All of these stakeholders have important information to contribute to the decision-making process.
• Collect additional data on Stephen’s behaviors: It is important to collect additional data on Stephen’s behaviors to support the decision-making process. This data can be collected by Ms. Gonzales, Mr. Kuchar, or other school staff. The data should be collected in a variety of settings and should include information about the antecedents and consequences of Stephen’s behaviors.
• Consider additional support in the classroom: Before changing Stephen’s placement, it is important to consider whether additional support can be provided in the classroom. This support may include a paraeducator, tutor, or volunteer. The support should be designed to help Stephen manage his behaviors and learn effectively in the inclusive classroom.

Ethical Dilemma

The ethical dilemma in providing Stephen an education that allows him to flourish is that his behaviors are harming other students. On the one hand, we want to make sure that Stephen receives the education he needs to succeed. On the other hand, we also need to protect the other students from harm.

Moving LRE Placements Not an Option at This Time

Moving Stephen’s LRE placement is not an option at this time due to the standard special education process. The standard special education process requires that schools make every effort to educate students in the LRE. This means that schools must provide students with the support they need to succeed in the inclusive classroom before moving them to a more restrictive placement.

Quality Data and Lack of Additional Support

Quality data and the lack of additional support in the classroom both play a factor in the decision of whether or not to move Stephen’s LRE placement. Quality data can help the team to understand the nature of Stephen’s behaviors and to develop an effective intervention plan. If the team does not have quality data, they will not be able to make informed decisions about Stephen’s placement.

The lack of additional support in the classroom is also a factor in the decision of whether or not to move Stephen’s placement. If Stephen is not receiving the support he needs in the classroom, he is more likely to engage in challenging behaviors.

Additional Support in the Classroom

Additional support in the classroom should be considered before changing Stephen’s LRE placement. This support may include a paraeducator, tutor, or volunteer. The support should be designed to help Stephen manage his behaviors and learn effectively in the inclusive classroom.