Gina Case Study English

V.B. is in fifth grade at F. Elementary School. Based on upon a review of records, V.B. is currently functioning below grade level in both reading and math. She is not eligible for free/reduced lunch. Her individualized education program includes consultant teacher services and resource room support, along with psychological counseling services. V.B. is an English New Language (ENL) student. Moreover, she is diagnosed with Attention-Deficit Hyperactivity Disorder (ADHD), however, she does not take any medications at this time.

Ian is a 2nd grade student who is non-verbal with a hearing impairment. He needs support in a classroom and home environment to help gain an ability to communicate. Ian uses visual tools of an electronic PECS system to be able to receptive and express his language. The student hearing impairment is not severe and he is able to use sign language and hearing device to communicate with his teachers and a paraprofessionals. Ian’s classroom setting is a part of the Delaware Autism Program (DAP) and his IEP suggested his least restrictive environment suggested he be in separate school for other students with Autism. The students in the classroom uses visual tools such as a smartboard and schedules to help guide the classroom routine. In addition, the teachers and paraprofessionals in Ian’s classroom provides an electronic devices of a PECS system to allow Ian and his peers to be able to communicate.

Julian is a 5th-grade student with a special education classification of OHI. Julian has made progress in his speech and language skills. He can formulate complete and grammatically correct sentences. As per his IEP, Julian is progressing satisfactorily with his Writing, Reading and Math goals. His first term report card indicated that Julian is making progress with his Reading and writing. In addition, Julian has good math problem solving skills and displays effort in the classroom.

This paper has been composed to discuss the formulation of a plan for a student, who has been identified as having Autism Spectrum Disorder, and is currently receiving support services for speech and occupational therapy. An effective plan for collaboration with the occupational therapist and speech therapist as well as how the general education teacher will be supported will be described in the document. This paper will also discuss how behavioral observations have been used in the general education classroom to develop an intervention program that will meet the student’ s IEP goals and the services that are being provided meet those goals. The following will furthermore describe how the environment will support the student within the general

Genevieve Wentzel-Smith is a 21 year old woman who resides in Greenfield Massachuesetts. Genevieve’s primary diagnoses consist of: Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder and Dyslexia, and secondary disability of Anxiety, which impacts all areas of academics, including reading rate and fluency, working memory, processing, concentration, writing output, organization, planning. Genevieve had graduated from Greenfield High School in 2013 and continued her education at Greenfield Community College within the Educational Transition Program. She was able to complete the necessary coursework within the program, which qualified her to continue her education by earning credits towards an Associate’s degree as a paraprofessional.

Julia tries her best very hard to complete her homework and classwork assignments. She works well in small groups with teacher-guided instruction. Julia is currently a 8th grade level student. She is struggling to meet grade-level requirements in reading and writing. Her mother requested that Julia be tested. Julia is able to socialize in class. Julia makes friends easily and is very affectionate. Julia is a sweet and loving child, she gets along well with her peers. However, more additional information is needed to determine whether Julia eligible for special education services.

Richard’s performance in reading and mathematics measures his capability is multiple areas across each domain. When reading Richard has an understanding of the association of letter to sound when reading. He was able to associate letters with their proper sound with both vowel and consonants. The Dolch word list and WJ subtest 1 measured word identification, Richard decoded words and blended the sounds to read the entire word. He was able to automatically identify letters with one of two syllables with minimal hesitation. When reading DIEBELS and words in the Dolch word list, Richard was able to identify high frequency words in isolation and when reading the words within the passage. Measuring Richard’s comprehension, Richard was capable

John is a student that is on the autism spectrum, who is getting ready to transition from elementary school to middle school. According to John’s doctor’s notes, he has been diagnosed with pervasive developmental disorder, sensory processing disorder, and a speech and language disorder (Apraxia). The Apraxia has led to him having slow speech and trouble communicating. Due to his slowed speech at such a young age, John has had speech and language services since before he entered the school system.

The student is a 9-year-old child with a diagnosis of Autism and ADHD. In September of 2010 the student was evaluated by the CPSE and determined to be a pre-school student with a disability by the Ithaca City School District. At the time he exhibited deficits in all areas of functioning and thereby received an IEP with programs and services based upon the results of the initial evaluation. These programs and services included Jacob being placed in a 6:1+1 classroom with a special education teacher. He also received services of OT, Speech Therapy, and Counseling. He was also provided with a special education bus through the Birnie Bus service with a bus attendant and less than 15 students.

As an educator for special education for the past 17 years, I have experienced the many aspects in the processes and program development for the advancement of students with disabilities. I hold five certifications and actively seeking enhanced studies in Autism and research in this intriguing phenomenon. Actively seeking new information of the current laws and trends with regards to educating exceptional learners is at the most importance in my responsibility to best fulfill my duties as an educator. Serving as the special ed. lead teacher, is a role I have held for years and feel compelled to advocate for the team and

Ella- 4th grade- Lacks foundations concepts in literacy and math. Has language-based learning disabilities (mainly vocabulary) and has difficulties with abstract thinking skills. Struggles with quantitative reasoning skills in math (greater than, less than). She computes sums of money and makes change. Has difficulties with word problems.

Ms. Lindsey Gaouette is an 18 year old female who receives special education services at South Hadley High School for a health disability: Russell Silver Syndrome. Lindsey struggles with learning difficulties and has worked hard to remediate her learning deficits. Lindsey’s area of weaknesses includes; executive functioning, recall, organization, planning, attention, concentration, processing, reading comprehension, communication and due to her short stature, she does have some physical limitations. Lindsey has been on an IEP most of her academic history. Just last year Lindsey was taken off the IEP and placed on a 504 plan. She has been successful this year with the help of her teachers and additional tutoring.

During my interview I was thrilled at the services she received and how far she has come. At the age 4, Jane had shown many red flags and needed to be evaluated. Jane’s teacher thought it would be beneficial to her. Jane was evaluated in her private pre-school in Wilton. After being evaluated Jane was diagnosis with high-functioning Autism Asperger’s syndrome. High functioning Autism Asperger’s syndrome is a brain disorder, in which communication and interaction with others are difficult. High functioning Autism (HFA) is at one end of the Autism Spectrum Disorder (ASD), these symptoms are less severe than other forms of Autism. Some may have language delay, in this case Jane did also. When Jane turned 5 she was eligible for special education services provided from the Wilton Public

One student, whose name is Cameron, was shown who has multiple diagnoses, including tourette's, auditory and sensory issues. However, he was still included in a regular first grade classroom. He has support within the classroom for any

Alex has been diagnosed with autism. She doesn’t talk much in the classroom or at school in general. She doesn’t try to play with other children, and the other children do not try to get her to play with them. As a result, she has very little interaction with her peers. Her regular education teacher has asked that