Case Study 11: A “Surprise” Fire Drill
Ms. Stintson, a special education teacher at Centennial Elementary School, enjoyed working with her colleagues and helping them to understand the unique needs of her students. Her colleagues always seemed open to her ideas and appreciative of her work. Recently, though, she sensed a little frustration on the part of Ms. Foster, a first grade teacher, who recently received a new student with an Individualized Education Program (IEP) in her class. The student, a boy named Aiden, previously attended school in another state and brought his IEP, which addressed how best to meet his learning needs, with him to Centennial.
Aiden had been diagnosed with Autism Spectrum Disorder (ASD) but functioned well in a mainstream classroom. Ms. Foster seemed to think that many of the IEP objectives were unnecessary because Aiden was processing just as well as his peers. She often expressed this sentiment with Ms. Stintson. Ms. Stintson, in turn, reminded her that she needed to continue adhering to the plan, but also mentioned that classroom teachers have an opportunity to share concerns during the upcoming annual IEP review.
One Friday, before the school day began, the principal pulled Ms. Stintson aside and informed her that he would be administering a surprise fire drill later that morning. He asked her to take necessary measures to ensure that her students would not be negatively affected by the event.
One of the students Ms. Stintson immediately thought about was Aiden, whose parents had indicated that loud noises scared him so much they could disrupt his entire week. Although this concern was not yet indicated in his IEP, Aiden’s parents had asked Ms. Stintson if she could notify Aiden about fire drills before they occurred and provide him with noise-reducing headphones.
Ms. Stintson stopped by Ms. Foster’s classroom to share the plan with her. “I’ll sneak in a minute or so before the alarm goes off to give Aiden the headphones,” Ms. Stintson explained. “Then I will escort him out of the school with the rest of the class.”
Ms. Foster expressed concerns about this arrangements. “It isn’t a surprise fire drill if the students see you preparing Aiden for it,” she complained. “These students are young. They’re still learning the procedures to follow if there is a fire. The best thing we can do for all of them is to make the drill as authentic as possible.” After a short pause, she continued: “Plus, if it’s not mandated in Aiden’s IEP, I don’t think we should do it. You wouldn’t be able to come in and give him headphones if it were a real fire.”
Ms. Stintson had anticipated Ms. Foster’s resistance and reminded her of the parents’ request. She mentioned the potentially severe consequences for Aiden if he were taken by surprise and subjected unexpectedly to the noise and chaos of a fire drill. “I understand your desire to make it authentic,” she explained, “but we can’t knowingly subject Aiden to a harmful experience.”
“I promise that I’ll be discreet,” Ms. Stintson continued. “It is in Aiden’s best interest to remain with his classmates so he will be prepared if there is a real fire.”
“Sorry,” Ms. Foster responded curtly. “If you think headphones are necessary, then you’ll need to take him out of my classroom well in advance of the drill so the other students don’t suspect anything. That’s my best compromise. I need to keep all my students’ safety in mind.”
Ms. Foster left the room before Ms. Stintson could respond.
Ms. Stintson sighed and glanced at the headphones she had carried into Ms. Foster’s classroom. Her initial impulse was to notify the principal or Aiden’s parents about Ms. Foster’s unwillingness to help, but she worried about how it might affect Ms. Foster’s relationship with Aiden. She certainly did not want Ms. Foster to resent having Aiden in her class. However she did want to find a constructive way to advocate for Aiden.
Case Study 11: A “Surprise Fire Drill”
- Do you agree with Ms. Stintson, who is concerned primarily about how a fire drill might traumatize Aiden, or with Ms. Foster, who worried that the accommodation will make the experience less authentic to him and the other students? Why? To what extent do the wishes of Aiden’s parents inform your opinion?
- What might you have recommended to Ms. Stintson and Ms. Foster as an alternative compromise, or is a compromise not an option in this case. Why?
- What options does Ms. Stintson have for advocating for Aiden in this situation? How would you advocate for him?
