Anthony Diagnosis

I am very close friends with Shannon’s mom having worked with her previously. She described her daughter as an avid reader and stated that she does well in English in school. Shannon described some of the texts she had read and we had a brief discussion about our favorite book series before administering the test. Shannon was rather quiet during the testing waiting for my cues before responding or expounding on anything. Overall she did very well on the 9th grade informal reading assessment. Her reading accuracy was very high, with only miscues on unfamiliar names like “Trotula di Ruggerio” and “Salerno” which she was able to sound out. She had some challenges with the inference based questions, such as “Why would people be likely to regard ‘wise woman teacher’ as a good name for Trotula?”. Shannon was in the ballpark for this answer although her response could have been more concise.

The results from the QRI and Gates MacGinitie test show that this student suffers from issues related to decoding, vocabulary and reading comprehension. Developing intervention plans that are focusing at addressing these weaknesses should significantly help this student.

Her kindergarten teacher recognized her inability to stay focused compared to her peers. In first grade, Grace took longer to complete assignments, had a tendency to daydream, and had difficulty with paper and pencil tasks which was the most noticable in math. Her first and second grade teachers provided her with additional educational support through small group instruction, and she receives weekly instruction from the reading specialist. Finally, her scores on the Wechsler Intelligence Scale for Children, Fourth Edition and Woodcock-Johnson III Tests of Achievement show she has deficits in the areas of Working Memory, Passage Comprehension and Math Fluency. Since information has been obtained by a variety of dependable sources, identifying Grace as a learning disable child is

Medication might need to be used in order to help Ian deal with his disability. Medication would make the punishment and reward system work better, because the Ian will be able to cope with his ADHD in a better fashion. The reward and punishment system should work well for Ian. It will show him right from wrong and offer him with the communication skills needed to interact with other students. Once Ian has his disorder under control, it won’t be as difficult to get along with other students (Treatments).

Jasmine Keller is a fourth grade student who has been monitored and reported as a student at-risk. Jasmine has a, “weak short-term memory that affects her involvement and progress in the general education curriculum in the areas of reading decoding, reading fluency, reading comprehension, spelling, and math calculations. Her reading level is at second grade. Broken down word recognition is at an equivalent of grade 1.7, and comprehension at 1.3. She has relative strength in vocabulary. If given classroom assessments with a screen reader she is very successful. Her writing skills assessed to be uneven with only weak spelling skills, which is at a first or

First, Rather than focusing on the child's learning deficiencies, emphasize and reward the child’s strengths and encourage them to find new interest and hobbies. Second it is important to meet with the child's teachers, tutors, and school support personnel to understand performance levels, and attitude toward school. After the student has been evaluated they are now eligible for special education services. Special education services are provided to student to work with a team of professionals, including your child's teacher, to develop an Individualized Education Program. The individualized education program is created to provide a summary of child’s current education and future goals within education. Children with learning disabilities need to know that they are loved and that they are not dumb. They need to know that they are intelligent normal people who just have trouble learning because their mind process words and information differently. Students with learning disabilities are just like every other student they just need more focus on certain learning

There are many different types of learning disabilities; the most common ones are dyslexia and attention deficit disorder. (Jerome Rosner. –third ed. 1)

After successfully completing his five first academic years in a public school setting, Jerry was diagnosed with several medical problems. The diagnoses were attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), and a conduct disorder (CD). Afterwards, the team that conducted Jerry’s Individualized Education Plan (IEP) decided to place Jerry in a special education setting. The special education team decided that he would be considered successful if he achieve to follow instructions from his teachers 80% of the

Diagnostic/Prescriptive/Evaluative (DPE) process is a type of instruction according to Thomas (1996) that helps students with Intellectual Disabilities (ID) accomplish the best chance of success and independence, when accompanied with life goal planning, and goal instructional analysis (GIA), which is a fundamental part of the DPE teaching. The DPE process takes lesson planning, breaks down instruction into manageable segments specialized for the individual student, which provide the necessary educational flexibility to ensure successful outcomes. The first step of this process is to diagnose the student’s skill level along with his/her strengths and weaknesses, and then devise or prescribe a lesson path, where student progress can be

Despite his scholastic accomplishment, and many achievements, Anthony faced many difficulties and barriers that hindered him from attending colleges of his choice, and taking advantage of opportunities that would have helped achieve his goals in life. In high school he was kicked out of his father’s home and was

This kind of teaching is what is referred to as “clinical teaching”. The clinical teacher who can be either a special education teacher or a general education classroom teacher, having assessed the child or received information on Jayson’s assessment would now plan and develop an Individualized Education Programme (IEP) comprising of teaching tasks specifically geared towards correcting Jayson’s learning difficultiess. After developing the IEP the teacher would now implement her plan by utilizing the teaching tasks on Jayson. Having done that , he/she will need to evaluate Jayson to see his performance in order to know what went well, what needs improvement and if he/she has to make any changes to the IEP. This process will lead to the clinical teacher making modification to the Jayson’s IEP and the cycle continues all over

Anthony began his education in the LocalSD as a Kindergarten student attending LocalElem. As a Kindergarten student, he was noted to have difficulty working cooperatively with others and being a respectful citizen (e.g., demonstrating a positive attitude and demonstrating self-control). However, there were no academic difficulties noted. Likewise, in Grade 2, Anthony’s academic skills were progressing appropriately, but he continued to present with underdeveloped learning qualities. For instance, he was not using his time wisely nor was he being a respectful citizen (e.g., following school and classroom rules and demonstrating

The mother explained she cannot read or write in the English Language, but her son’s older siblings can and try to help the younger sibling. The two older siblings have been very successful throughout their educational experience and have not struggled as the younger. She stated that her son as no desire to read at home, and completing homework is an everyday struggle with him. This student is in Tier 3 of the Response to Intervention (Mesmer & Mesmer, 2008) process, and has been referred for testing for special education services.

believe Marcus’s school performance and experience would have been completely different had he been identified as EBD instead of LD. I believe this because the services Marcus would have received had he been labeled EBD, are completely different than the services he received for LD. As stated in the scenario on page 19, Marcus only received special education services for learning disabilities in reading and written expression. Therefore, he was not receiving any help for the behaviors he was exhibiting that were also negatively affecting his academic performance such as his test anxiety and the aggression he displayed along with the anxiety. Had he been identified EBD, he could have been working with a professional to lower his test anxiety

The gifted student may be eager to know more about his or her diagnosis. They may want a more technical explanation of the biological and psychological basis of ADD. In some cases, the clinician and family watch in amazement as the student takes the information and “runs with it.” A better understanding makes it easier to develop coping strategies. For those too inattentive to read books, there are books on tape about ADD. Many treatments are similar to those recommended for individuals of average intelligence. These can include medication, behavioral programming and therapy. For some students, this may decrease or even eliminate the need for educational accommodation. Such a student may be excited and relieved when truly able to experience his great talents. If a learning disability is present, or if the ADD does not respond to medication, one may need to modify the school situation.