During a fall co-planning meeting, Ms. Williams (fourth-grade teacher) and Mr. Garcia (special education co-teacher) were discussing three students with disabilities who were exhibiting challenging behaviors. Peter, who has a learning disability in reading, gives up easily and seldom completes tasks. Juan, a student with attention-deficit hyperactivity disorder (ADHD), has difficulty with organization. Mara, who has autism spectrum disorder, has difficulty with changes in classroom routines and transitions, resulting in frequent outbursts. Ms. Williams said, “For goodness sake, they are in fourth grade and should be developing responsibility—how will they ever learn!?”

中文翻译：

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支持学生自主学习通识教育课程

在秋季联合计划会议上，女士。威廉姆斯（四年级教师）和先生。Garcia（特殊教育助理教师）正在讨论三名表现出具有挑战性行为的残疾学生。阅读有学习障碍的彼得容易放弃，很少完成任务。Juan 是一名患有注意力缺陷多动障碍 (ADHD) 的学生，在组织方面有困难。患有自闭症谱系障碍的玛拉难以改变课堂惯例和过渡，导致经常爆发。小姐。威廉姆斯说：“看在上帝的份上，他们已经上四年级了，应该培养责任感——他们将如何学习！？”