Is Aaron Qualified For Speech?

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

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

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.

Mason Jones is a three and a half year old preschool student whom struggles with several developmental delays. The most prominent of Mason’s delays appear to be his speech and social development. In addition, Mason’s gross and fine motor skills are not progressing appropriately for a child his age as well. Mason is currently placed in a two and a half year old preschool program although he will be turning four years old in August. Mason is the oldest of his classmates; however, that is not apparent due to his developmental delays. Unfortunately, a major challenge for Mason and his family is the fact that his parents are not in agreement with one another. Mason’s mother has stated that she will take whatever means necessary to accommodate her

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

3. With SoonerStart there are several services available. We offer Speech Therapy-which will help with communicating with others. Psychical Therapy- which will help improve overall psychical strength and ability and improve large motor skills. Occupational Therapy- which will help with social interacting, and fine motor skills. As well as Developmental Therapy- this will improve the overall ability to be at age level in all areas of learning. We will work with you and your child as many times in a month that is allotted. We also offer other resources that will help place you and your child on the right path a few weeks before our services end. With the public school system here in Oklahoma we also offer these services as a pull out system which will allow your child the extra time needed to work on certain developmental areas while school is in session. These are more limited and the child has guidelines they have to meet before services could be extended. However, if these are not available there are many therapeutic offices that we will refer out to and get you with to continue on with intervention.

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.

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.

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.

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

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.

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

Vignette 1 for Developmental Delay: Demetrius is a 41 month old boy. He is an only child and lives with both parents who remain married to date. Demetrius currently resides in a split-level home, with 6 steps leading to the upper level and 9 steps leading to the lower level. His family has limited financial resources, no close relatives that live within a 1-hour driving distance, and few local community contacts. Demetrius has recently been referred to a nearby Children’s Treatment Centre to address functional issues stemming from developmental delays in multiple domains: gross and fine motor, functional emotional, and communication and language. Demetrius was diagnosed with global developmental delay at 38 months of age and is currently being