Behavior And Communication Skills Have Enhanced From Previous Assessment Recording Essay

Ms. Foster teaches a self-contained classroom of ninth to twelfth graders. Her students have mild to moderate cognitive disabilities and one student is considered autistic although at a high functioning level. Ms. Foster’s students move to other settings throughout the day, but they receive reading and writing instruction from her. She has one child who is considered ESOL but he has been in the US since he was small and does not appear to have problems with English.

Daniel RR was a six years old boy with down syndrome. He was enrolled in El Paso Independent School District. In the 1985 to 1986 school year, Daniel had attended a half-day early childhood program for special education students. Going into the next school year, Daniel’s parents asked if he could be placed into a general education pre-kindergarten classroom. Daniel was permitted to have half day in regular classroom and another half of the day in special education classroom. At the beginning, it seemed not to be the best situation for Daniel, teachers and classmates. His ability required him to get many accommodations and individual attention, and the teacher could not modify curriculum to meet Daniel’s needs without changing it completely. The school team decided to place him back to special education only classroom. But he could get lunch at school cafeteria with other students while his mother was there to supervise. He was also permitted to stay with students without disabilities at recess time. Daniel’s parents were unhappy about the school’s decision. They wanted him to spend more time with students in general education classroom. The school states that his attendance in general education

As children all develop at different speeds, a child that struggles at school and has not been identified as having any specific special needs, could suffer from depression thus affecting the child’s development.

The IDEA lists 13 different disability categories which children and young adults aged 3-year-olds to 21-year-olds may be eligible for services. Emotional disturbance is one of the 13 disability categories under the IDEA and is the label Sarah was served under. Under the IDEA, emotional disturbance means a condition revealing inability to learn which cannot be clarified by other factors; difficulty building or maintaining reasonable interpersonal relationships with classmates and teachers; unsuitable types of conduct or emotions under ordinary conditions; and general persistent mood of unhappiness or depression.). Sarah met three criteria to be served under the ED label which included her 4 years of behaviors out of the norm, the severity of

By working in a public school setting, I hope to integrate aspects of assessment, counseling, research, and skill training to create individualized intervention plans, and provide an optimum learning environment for all students. After receiving the opportunity to work with children with exceptionalities at Camp MATES and the social skills groups, I was stunned to discover how underserved that population is. I was appalled by the obscene amounts of money parents pay for their children to receive services tailored to them and their exceptionalities and how difficult it can be to get into those programs. As a School Psychologist, I hope to make academic success more attainable for all students despite their socioeconomic background. My goal is to assess students who are struggling academically to find an educational method that suits their individual differences and be able to refer them to community resources if needed. My dream is to bridge the gap between home and school and promote supportive environments in both that migrate seamlessly. I hope to provide students with strategies, such as social skills training, they can use to be successful both in and outside of the classroom. I aim to learn more about Learning and Intellectual Disabilities and interventions that improve the academic success rate of students with those

In this mock IEP meeting, we examine John Grohman from Kelsey Elementary School. John is a 2nd grade student who has Asperger’s Syndrome. He is a student who has extreme behavioral problems. John’s parents are extremely concerned about his behavior at home and at school. In this mock IEP, we look at John from his parents, special education teacher, administrator, general education teacher, and evaluator; to get a better picture of what is needed to help John be successful.

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

Furthermore, stays at a friends house while his mother works from 1:00am to 5:00am. Per documentation the patient presents with mannerism of throwing his head back, laughing at inappropriate times, and throws his hands over eyes to talk. The patient presented with these behaviors during the time of assessment. According to collateral the patient reports to "Ms. Mitchell, principal at Tabernacle Elementary School, that he was going to kill himself and others." Collateral reports that patient cut himself with a broken razor from a pencil sharpener. Further, the patient reports that he is useless and that no one likes him nor does he have anyone to play video games with. The patient expresses these thoughts during the assessment. According to collateral the patient has multiple incidents with his behavior since 2013. As noted, "Some of these behaviors including pulling string out around neck from sweatshirt, smashing milk in cafeteria, kicking others students, swinging a waffle bat at another student, inappropriate language and hitting a student on the bus." The mother expresses that the patient does not see a need to go to school and wishes to stay home.

EE107’s teachers referred EE107 to the Determination Team. EE107 was retained once in kindergarten and placed in a transition classroom for a portion of her 4th grade year. She currently receives math and reading interventions. However, she is not responding to the interventions based on progress monitoring data. Thus, the Determination Team has requested a comprehensive evaluation of EE107 to assist the team in determining whether or not she would qualify for assistance through the Exceptional Children’s program.

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

Interviewing the special education supervisor has made me aware of how important my role is as a regular education teacher to special students who need additional support in my classroom. The goal of the teacher is to ensure that the IEP is followed to ensure the academic success of all students. IEP stands for Individual Education Plan and the plan is usually developed when students have several deficiencies in certain key subject areas such as: reading comprehension, basic reading, reading fluency, written expressions, math calculation, and math reasoning. Students are referred to the special education department usually in elementary school, additionally; according to the high school special education supervisor there are very few referrals

Anthonio “Tony” Ceja is a fifteen-year, six-month old male diagnosed with Autism (ASD) per Psychological Assessment evaluation administered 2003, by an Inland Regional Center Psychologist.

Was the placement of Pine Glen School the least Restrictive Environment for Michael? Michael Panico was a boy who was identified while in first grade as having a specific learning disability. He then qualified for special education and related transportation. Now in third grade Michael’s school, Memorial School in Burlington, Massachusetts only goes to the third grade. Because of this, transition services had to be in place as well as an IEP. Michael had a learning disability, but was above average or even at times considered superior intelligence. Memorial School recommended Michael be placed in a school in another town that would be very structured because the school/town believed Michael’s disability was emotional but his parents felt it was neurological. His parents did not like the IEP presented or the recommended placement for Michael at Pine Glen School. Michael’s dad wanted a review and he rejected the new IEP. After reading the case I would have to agree with the dad knowing my son would not be in a school that would benefit him the most. The Massachusetts Department of Education Bureau of Special Education Appeals (BSEA) did the review. Instead of the hearing they had mediation but the mediation didn’t work out. In the meantime Michael’s parents had him tested at Massachusetts General Hospital where they found him to have a severe learning disorder and emotional difficulties but they said the disorder was more important. And listed the emotional second. A

With this disorder he gets stressed out very easily. When he is feeling overwhelmed he tends to shut down or give up. He was given an IEP, an Individualized Education Program, which helps kids reach educational goals easier than they otherwise would. It gives him leeway when it comes to certain things like homework and tests. They limit the amount homework he has

Impulsivity is a multi-dimensional construct that comprises attention, poor evaluation of consequences and suppressing responses (Crews & Boettinger, 2009) and plays an important role in ´normal´ life as well as in pathologies such as substance abuse disorders. In this essay two main approaches of assessing impulsivity, i.e. self-report measures and behavioral tasks, are shortly presented and critically discussed. As self-report measures the Barratt Impulsiveness Scale and the Behavioural Inhibition/Activation System Scale are presented. As behavioral measures I introduce the Stop-Signal Test and the Matching Familiar Figures Test. Generally it can be said that self-report measures assess impulsivity in terms of traits and behavioural measures in terms of states. Former measures can be applied in participants that have insight in their emotions and behaviour, while latter ones are suitable if that is not the case. Due to a lack of overlap in results of these two types of measurements (Cyders & Coskunpinar, 2011), a validated definition of impulsiviness that captures its multidimensional nature is desirable.