Case Study paper

Case Study paper

In Dan’s Best Interest

Indisputably, Dan’s expulsion is opportune as it would create a sense of safety for other students, especially those he bullies. The endeavour will also help to restore calm in the school since Dan’s acts of bullying disrupted the learning environment. These fights were a threat not only to the emotional and educational well-being of the other students but to their physical safety as well. Also, they hampered the reputation of the school and threatened its viability to retain good students. This situation arose because if not addressed, the matter could tempt the parents of the afflicted students to transfer them to other schools where the learning environment is conducive. It, therefore, suffices to say that Dan’s expulsion was the only remedy that could guarantee the restoration of the learning environment.

In pursuing this course of action, the school could consider the fact that Dan failed to respond positively to the progressive discipline methods tried by teachers in the school, which denoted its strength. Also, the school employed every resource at its disposal to counsel the boy, including its qualified and positive educators. However, the methods failed to work with Dan. Hence, his failure to utilize these opportunities signalled weakness in the part of the student, which the school could not address. The flaw in Dan’s character motivated his actions hence indicating a need for the intervention of other professionals, including psychologists, to help him reform. It, thus, signalled the need for his expulsion. Although this punishment is harsh, it bolsters the chances of restoring the learning environment of the school as well as its reputation among parents. The decision also presents an opportunity for the school to covey their intolerance to bullying, hence discouraging its emergence among the remaining students (Lamont, 2013). This collective goodwill overrides the individual rights of Dan, especially since he failed to utilize the opportunities presented to him to change for the better.

In Emily’s Best Interest

The fact that Emily is happy in an integrated setting is impossible to overemphasize. Both her teachers and parents can see that Emily is responding positively and that she is learning and enjoying time with the other children. However,  given Emily’s significant needs, it is likely that the teacher might be neglecting some of her students at her expense. Since all persons have the right to comprehensive education without discrimination, the stakeholders must consider modifying the current arrangement.

Emily is lucky to have such qualified teachers that are willing to support her unconditionally. Her parents are also positive and are ready to go the extra mile to ensure that she is excelling. These factors convey the critical strengths present in her learning environment that aim to foster her education. However, the maintenance of this status-quo could signal adverse consequences for the other student. Mainly, it threatens to subject them to continual periods of neglect in the endeavour by the educator to fulfill Emily’s needs.

In this regard, the decision to place the student in a segregated classroom could be in her best interest. It would also present the other learners with an opportunity to receive the undivided attention of their teacher in learning, hence improving their attitude towards school. However, one flaw imminent in the decision is that it will reduce the likelihood of Emily integrating well with others in her society. Overall, although an integrated setting may make Emily happy, it may not serve all of her general needs, mainly since it puts her in a position where she has to compete for the attention of her teacher. Hence, placing her in a segregated class would be in her best interest.

In Robert’s Best Interest

Robert is going through a tough time, being the only Aboriginal student in a predominantly white school. Although the remarks by Robert’s colleagues regarding his culture may not be malicious in intent, they threaten to harm psychological well-being and learning experience both in the short and long term. Mainly, the actions draw influence from the lack of information on Robert’s culture as well as their treaty rights. It is unfortunate that Robert’s teacher cannot teach his students on the contributions of indigenous people, both domestically and globally, because of the school board’s policies. This factor signals a weakness in the system of the school, which encourages the institutional discrimination of ethnic minorities.

Robert and his mother know and understand their treaty rights. They also feel that institutions should teach them to students to enable them to recognize and appreciate the contributions of aboriginal people to society. His teacher also acknowledges the need for a balanced curriculum in the institution. These factors denote the strengths of the case. However, both Robert and his mother had no power to compel the board to incorporate their idea into the curriculum. His teacher also displays a fear of how the board and parents could react to her suggestions. These fundamental weaknesses signal that the problem may likely persist in the long-term hence compromising Robert’s education.

Robert’s case presents the school with an opportunity to appreciate the contributions of aboriginal people in the community while pushing for academic excellence. However, the fact that he is the only aboriginal student makes it difficult for the school board to consider pursuing an inclusive curriculum. Overall, I would recommend the school take the opportunity to foster the learning of their students regarding the aboriginal culture. Mainly, they support political correctness to enable the other students to access to information that would enhance their knowledge of the history and legal standing of aboriginals. Doing so will be acting in Robert’s best interest.