Prior to attending school in Eudora, Aaron received services from the Wellsville School District. Aaron was initially evaluated for Part C in 2005- 2006 as a two year old. Due to the severity of Aaron’s speech delay, Aaron qualified for speech services. In 2006-2007 concerns continued to exist about Aaron’s academics and social skills. His IEP team recommended placement in PALS (preschool) class. The following year (2007-2008), as a four year old, Aaron’s services continued in the ECSE preschool program. At that time Occupational Therapy Services were added to work on motor skills. Aaron was re-evaluated April 18, 2008 to determine if he still qualified for special education. This re-evaluation indicated that Aaron had shown a great deal of progress in the area of speech and language. His speech was becoming more intelligible to those who had limited exposure to Aaron. Although, Aaron made great strides in his speech, he continued to show deficits in sound production and grammatical skills. These skills had an impact on Aaron’s ability to communicate his needs and wants. Academic testing at this re-evaluation indicated a delay in phonemic awareness skills. A delay in this area often impacts reading and phonics. It was determined at this re-evaluation that Aaron continued to qualify for speech and language services. In addition, this evaluation indicated that Aaron would benefit from academic support in the Kindergarten classroom and sped services in the
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Background Information: Trevor is a handsome and bright almost 6 year old boy. He entered kindergarten this year at G. Harold Antrim Elementary School. Both his teacher and mother have reported difficulty with language development and learning kindergarten concepts. CST testing was completed. He was found eligible and was classified as Specific Learning Disabled. He receives resource room support and speech therapy as a related service. In March 2015, an Occupational therapy Evaluation was requested due to concerns with fine motor coordination.
Keaunna Knox has been a Speech-Language Pathologist (SLP) since 2007, and has worked ever since 2000 with children with special needs who had speech and language disorders. She began as an “Instructional/Speech Aide” at Pasadena Unified School District working with children with moderate and severe intellectual disabilities. All the students she worked with had speech and language disorders, and, since the Districts therapy was overloaded Keaunna implemented the communication goals she wrote. Based on that experience and many others, Keaunna decided to enroll at Cal State Los Angeles to pursue her professional career in teaching. She received her Master’s in Mild-Moderate Disabilities in Special Education from Cal State Los Angeles and a second
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.
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.
Jadarius is a quiet and soft spoken year-old boy at Magee Elementary School. Jadarius's favorite sport is football. His favorite color is blue and he likes to watch Superman videos. In the summer, Jadarius looks forward to playing outside, eating vanilla ice-cream along with his mom's Hamburger Helper. Jadarius states, after high school, he would like to work at a Dollar General store and attend Jackson State University. His favorite subject in school is math. Jadarius has an eligibility ruling of Developmental Delay and Language/Speech Articulation. In reading, current I-Ready data indicates Jadarius recognizes Level K high frequency words, and with support, answer questions about key ideas and details stated in literary or informational
Corpus Christi Independent School District, 1995 the attendees were, John E. Buser, Jr. (an autistic twenty-nine-year-old-man), John E Buser, Sr., Virginia Buser, and the Corpus Christi ISD personnel (Shirley Selz, Gary Thomasson, Hall and Marks). From 1985-86 school year, John Jr.’s parents participated in ARD and IEPs committee meetings for students with disabilities. The IEPs are important and critical to the parent participation in provide parents with opportunities to engage in discussion about their child and offer their opinion for recommendations (Lecture 5). The parents disagreed and agreed in the meetings with the proposed IEPs but in April of 1986 the participated in an ARD meeting where they did not agree with the ARD committee’s recommendations for their son. This was then brought to
Ja'mari is a 3rd grade student attending Lake Forest Elementary Schools of the Art and Sciences. He participates with non-disabled peers in an inclusion classroom for the majority of the day. He is a very sweet and kind student who is willing to work on any task that is given to him. Although Ja'mari is willing to work on any task,he struggles to be confident and social with his peers and adults. He requires prompting, verbal encouragement, one on one support, task adaptations to complete assigned task. According to his recent I-ready results, Ja'mari overall scale scores increased from 404 to 449. He made a 44 point gain. He is making tremendous progress. His strength is in Phonological Awareness. He tested out. Ja'mari has demonstrated the
I interviewed Mrs. C. Mangum, a former English teacher, who is now a principal in Johnston County, North Carolina. In the beginning of our interview, Mrs. Mangum stated, “All children with exceptionalities are no different than non-disabled students, and should be treated as such.” The student is the main focus and the IEP goal and specifications are centered around them. The student, if found eligible, have the right to receive a free and appropriate education in a least restrictive environment that will allow for greater learning and achievement.
The Individualized Education Plan that was customized to meet Amy’s needs stated that she was to utilize the FM transmitter; she was also to have a tutor for the deaf meet with her daily for an hour to get directions and was also to meet with a speech therapist three times a week. Amy’s parents agreed with parts of her IEP but also felt that Amy needed a sign language instructor in every one of her classes. Amy did receive a therapist for a two week trial while attending kindergarten but it was decided she did not need this service in order to do her studies.
Anthonio is currently in the ninth grade and enrolled at Bright Futures Academy located in Riverside, CA. Anthonio is placed in a Special Education Class. Jonathan is in class with eleven students, one teacher, and two aides. Parents reports that Anthonio has received Speech Therapy and Occupational Therapy in the past. Parents also reported that Anthonio has previously received ABA services in the past. Parents report their past experiences with their
My two boys, Christian and Adrian Ayala, are both A/B students and both have achieved Principal Honor Roll once every year. My 11 year old son, Adrian, has been medically diagnosed with ADD. He suffers from anxiety and stress disorder. He is taking medically prescribed Adderall for his anxiety and his depression. He is enrolled in the special needs learning program. Even with these challenges, my youngest son has managed to maintain a perfect attendance andcosistently achieves honor-roll recognition every year. He is also a Boy
Joshua’s has been attending attends a local mainstream primary school in Sydney from kindergarten which offers a specialized education program. Joshua currently in grade 2 receives support from a strong support network of professionals which includes speech therapists, occupational therapist, psychologists, family counsellors and teacher’s aide.
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.
My child 's name is Jude Alexander and he is a male. As a baby he is cautious around new people and situations, but warms up fairly quickly to friendly people. In kindergarten Jude Alexander seemed to have made one or two friends and usually played cooperatively and was sometimes reluctant to join in new activities with unfamiliar children. He performed below average on tests of vocabulary, and the ability to retell a story. He had a real knack for the art projects, and really got interested in the pre-math activities involving working with blocks and geometric shapes. In first through fifth grade he worked cooperatively in groups, usually respects the rights and property of others, and usually demonstrates appropriate peer social interaction. He demonstrates strength in art, all areas of reading, and in spelling and appropriate for the grade level in writing. He needs additional help in the areas of speaking and listening and in the content knowledge of social studies, science and music. He was average in mathematical problem solving, understanding of data, number concepts, graphical applications, and arithmetic computation. In the seventh grade, he consistently contributes to cooperative group activities and respects the rights and possessions of others, and shows age-appropriate social interaction with peers. He demonstrates strength in art, reading, spelling and writing. He was average in math and science, and needs additional
“In accordance with the law, occupational therapists may evaluate, treat and recommend services for any child between the ages of 3-21 years” (Spencer, Emery, Schneck, 2003 p. 435). Spencer, Emery, Schneck (2003) research suggests that occupational therapists provide more service to students in preschool and elementary school then to middle and high school students. Transition planning is mandated to begin when a child with special needs reaches the age of 14. Several barriers to transition planning were identified by special education directors that include lack of funding, lack of parent involvement, lack of qualified personnel and inconsistent transition planning. Another noteworthy finding was that role of occupational therapy is not