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Dec 6, 2023

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1 Individualize Educational Plan Joy Gopee Trinity Baptist College EDU545-17 Christian Perspective Special Education Dr. Valerie Riley July 5, 2020

2 Determining the Disability Wyman is 9 years old and he is repeating the second grade. He was tested in both the medical and educational settings and determined eligible for the ‘Other Health Impaired’ (OHI). One of the categories under OHI is Attention Deficit Hyperactivity Disorder if the problem influenced his learning. This diagnosis was made based on results from the Woodcock-Johnson achievement measure test administered through the school and a medical diagnosis of ADHD. According to the Woodcock-Johnson test, his reading skills are low average, and his writing skills are significantly delayed (Woodcock-Johnson, 2014). Behavior rating scales from the home and school setting indicated anxiety, attention issues, and learning problems. Wyman exhibits signs of ADHD in the classroom. He cannot sit still for long periods. He would fidget, continually rock in his chair, or find an excuse to get up and move around the classroom, such as sharpening his pencil or throwing paper in the trash. He would also miss important instructional time because he gets distracted very easily. Sometimes, it is difficult for him to return to the task he was working on without the researcher repeating the instructions to him. Reading is considered problematic for Wyman. Although he can blend sounds to form words, he experiences difficulty fluently blending sounds to read at his grade level. This significantly impacts his comprehension skills. Weakness Wyman struggles with distractibility. Students with ADHD become distracted easily because they are incapable of blocking out distractions to concentrate on their task (Silver, 2019). Wyman seldom finishes his classwork. The slightest noise or motion breaks his focus such as birds chirping by the window or another student raising his/her hand to ask a question. He sometimes becomes frustrated and anxious when he cannot recall what he is doing or when

3 the work seems too hard. Hyperactivity and impulsiveness are other symptoms found in students with ADHD. They often have trouble staying in their seats, they blurt out answers, talks excessively and they are extremely impatient (Miller, 2019). For example, when the principal walked into the classroom to ask the researcher a question, Wyman answered the question for the researcher. When he gets off task, it is difficult to get him to focus his attention back to his work. Strengths At school, Wyman is respectful toward his teachers and gets along with his peers for the most part. He is always willing to help his teachers such as running errands and sharing papers. During his free time, he likes to draw pictures of animals and is constantly sharing facts about animals to his classmates. Wyman does well in math. He can add and subtract, solve multiplication problems, and he knows addition and subtraction, fact families. Compared to his peers, he is at the top of his math class. Overall, he is a sweet student who seems to enjoy learning. At home, Wyman has a healthy relationship with his parents, as well as his extended family. He has three dogs and two cats that he takes care of. He is not a shy person. Therefore, it is easy for him to talk to people. Methods of Help Breaking the task into steps When Wyman sees an assignment or task that appears to be beyond his understanding, he starts to become confused and anxious. Anxiety can affect many students with ADHD. Breaking down an assignment into smaller sections with clear instructions for each part will keep Wyman on task. This can be done by giving smaller portions of the assignment at a time or by simply folding the paper for him to see only what he is working on at the time. The researcher

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