As a teacher, instances of extreme cases of students with a disabilities exhibiting both varying behaviors and abilities, make it necessary to alter teaching strategies and can be extremely challenging to maintain an engaging, progressive, and safe-for-all learning environment. In the example of Jessie, a 7th grade student with autism who has violent outburst when touched, such strategies are necessary for all those reasons when considering what is best for both him and the other students. Possibilities where situations like this could have been avoided altogether, how one could be prepared for similar situations in the future, and suggestions on what could be done when such instances occur, are useful to understand and reflect on before acting when making these decisions as a teacher. As part of  Individualized Education Program (IEP) team and taking in the Individuals with Disabilities in Education Act (IDEA) and the Least Restrictive Environment (LRE) mandates, finding the best course can be challenging and felt often, in cases such as Jessie’s, as nearly impossible.

            The wishes of the family and the duty of our educational systems to students are heavy influence to the decisions that can be made in this case, both having pros and cons. It is understandable that the family to wish for their child to receive the same education as others, along with their daughter, and feel that by being placed in the age appropriate grade level, Jessie may develop social skills through the interactions there. However, since it is recorded that he is only performing at a second grade level and outburst are a constant burden to both his physical wellbeing, other classrooms, his sisters studies, and likely the ability of the teachers who teach him among others near the outbursts to maintain order, I would suggest cutting down on the amount of time Jessie attends public school. Pinpointing how much time it is possible to comply to his parents’ wishes by creating trials or assessments to make that determination would be beneficial to undergo. Knowing the limitations of the circumstances, the services needed and available, the abilities of the student, and still keeping in mind the wishes of the family have to be weighed under all these restrictions and options thereof.

 If Jessie is that far behind in studies, a full five years, than it is clear somewhere in his previous educational service, alterations should have been adapted in order to help his progression. Another thing that should have been addressed is what could be done with the disruptive outburst behavior Jessie has, in settings where physical contact may be near impossible to avoid. According to Hardman, Drew, and Egan (2017, p. 218), ‘the importance of early intervention cannot be overstated.’ Since Jessie lacks the ability to communicate through language skills finding the root cause of his distress by coming into physical contact with another is another problem and requires specialized professionals in finding such answers and ultimately viable solutions. Had this been assessed earlier in Jessie’s development and assistance to correct the behavior put into place, Jessie’s behavior may have been conditioned to more manageable levels and it may not have as severe in these later years of Jessie’s education. Working with Jessie at earlier stages of development may have helped him transition into later educational years in the public school setting with fewer instances , if any, of such outbursts or damaging reactions to physical contact.

Trying to address this issue externally is possible but not a guarantee for total success,  such as talking with the children who touch Jessie intentionally because they find it funny. At such a grade level it is not always possible to bring to their attention the detriment such outburst have for all parties involved and to hope for complete understanding and compliance to seize their intentional actions. Even through explanation to those students parents, it is not a guarantee to stop the problem. Secluding Jessie during these outburst may be possible, done again with recommended services, but even that feels like imprisonment and in part an isolation tactic, both of which violates the ideals of the laws passed in order to stop such practices. Inclusion is important but at what point can such disruptions go beyond the scope and abilities of this public institution?  Controversies such as these remain today in regard to cases such as Jessie’s. Finding out how much time Jessie should have one-on-one instruction outside of these public settings to help him progress at a rate he is able to in his studies and how much he is able to attend without incident inside public schooling while gaining the benefits thereof, would be a primary question when reviewing solutions. It may be needed to test Jessie and find out the severity of his disability and based on that go with the services and alterations to education people of similar severity have followed in the past with recorded success.

The only way to avoid the situation or at least lessen the harm it causes may be to see if having Jessie wear thick clothes while in the hallways which may decrease his senses to physical contacts and if it decreases occurrences of outbursts. This will also lesson the injury that he may receive from the fall that he chooses to take without bracing himself and if gloves are included the physical abuse he puts himself through by hitting and scratching in reaction to being touched or falling. Alternate routes could be provided to and from his classes which allows him to avoid the students that do it on purpose while still keeping him in the classes that he may gain educational enrichment and social skills. Jessie could also be allowed to leave classes a few minutes early to traverse the hallways before the general student population, to allow him safe passage via those routes to his next classroom until he is able to leave at the same time when he no longer has these types of reactions to physical contact. The last possible solution but most challenging is to see if there is anything that can be done to help Jessie understand that it is ok to be touched when the action is done in a way that doesn’t intend any type of harm and how to distinguish the differences of those forms of contact. Though this solution would be the most ideal, it would likely take the most time and being as far behind as he already is, may only hold him back further if it is necessary to remove him from school at times in order to make these assessments and attempts to alter his long kept behaviors.

Being prepared to have students such as Jessie at one point or many within a teaching career is difficult but should be met as openly as other teaching challenges. Not all students will have previous assessments and educational strategies that helped them progress regardless of extreme cases of behavioral disabilities. Having these preparations and knowledge of the options and resources that can facilitate these students learning and adaptation to their educational settings are good to have and use when needed as a teacher. Keeping up-to-date with these expanding resources are also a good idea for teachers and being willing to do research should a circumstance such as Jessie’s arise. If such cases need more specific solutions in order to help everyone involved to progress with the best outcomes currently recorded by using more abstract methods, a teacher should be open to such possibilities for the good of all their students and their futures.