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At the beginning of the school year, high school physical education teacher Jennifer Hoover was a bit worried when she received a note from Sam Allen, the special education teacher, asking her to meet about one of her students, Mark. Mark was identified as having "Oppositional Defiant Disorder (ODD)", which seemed scary to Jennifer, partly because she did not know what it meant. After meeting with Sam, Jennifer learned some of the behaviors that are typical of students with ODD including losing their temper, arguing with adults, and deliberately annoying people. She also learned that Mark spent most of his day with special education teachers, and that P.E. was an exception, partly because they thought he needed the exercise.

Jennifer quickly saw how ODD manifested itself in the context of a P.E. class. Mark would make negative statements to his peers and teachers, and he would not always do the activities he was suppose to be doing.

I have no idea what to do with Mark. So many students are already self-conscience about athletics, and we don't need Mark to make comments that cause people to feel worse. Plus, this behavior hurts him socially. And since he isn't on task, I spend all my time watching him, which means I'm missing a lot of what I need to be seeing with the other students, thought Jennifer.

Jennifer knew she needed to meet with Sam as soon as possible.


  1. Evaluate the decision to put Mark in a regular education P.E. class.
  2. What might be the consequences to other students since Jennifer has to pay closer attention to Mark and less attention to others?

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