Jane Doe: A Case Study

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

While all children can be referred for evaluation for special education, not all are found to be eligible. The student will be tested in all areas related to the child’s assumed disability by the multidisciplinary educational team. In order to be eligible for special education services, the child’s assume disability has to impact the child’s ability to learn. Parents represent the child’s interests. They need to stay informed and involved in their child’s education. IDEA of 2004 strengthened the role, as well as the responsibility, of parents and ensures that they and their families have opportunities to participate in their child’s education. IDEA also protects the rights of parents by ensuring that they can be members of the IEP teams. Parents can be involved in the evaluations and placements of their children and have a say in what happens.

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

As a Learning Assistant, working in Year 3, I worked closely with a seven year old girl who, for the purpose of this case study, I will call Jane. Jane was a confident and happy girl who, despite not being particularly academically gifted, always participated with class discussions and activities enthusiastically.

The Individuals with Disabilities Education Act (IDEA) is a federal mandate that regulates how educational agencies supply children with disabilities early intervention services, special education classes, and additional assistance that is equitable to a general education student who does not have a disability. The services under the IDEA law are offered to children from birth to age 21. Students who qualify for services under the IDEA Act

Plaintiff Jane Paul moves the Court for its order barring Defendant or his witnesses from referring to or presenting any evidence or argument regarding Ms. Paul’s past alcoholism, her DWI conviction, or the Defendant’s religious beliefs, because such evidence is irrelevant and could unduly prejudice the jury. A fair trial requires that the jury consider only the evidence relevant to the issues. Ford v. Gordon, 990 S.W.2d 83, 85 (Mo. Ct. App. 1999). Evidence is relevant only if it “tends to prove or disprove a fact at issue” or bears on the witness’s credibility. Id. For example, while a witness’s reputation for being truthful is relevant, the witness’s character flaws unrelated to truthfulness are not; such evidence is usually offered only to prejudice the jury. State v. Eisele, 414 S.W.3d 507, 515 (Mo. Ct. App. 2013) (holding that evidence of witness’s use of profanity was irrelevant to witness’s credibility

In Liz’s public school career she was given the support of many teachers who had experience working with high needs children, but her learning disabilities accompanied by emotional instability and physical difficulties left them dumbfounded. The alphabet completely eluded her and her memory failed her making almost every area academic area a struggle for her even with a great deal of support. Liz learned to copy what others were doing so that she could blend in as a “normal” child. She would come home with headaches and stomach aches on a regular basis. School was not a happy place for her and the accommodations her teacher made for her, made her the victim of teasing. By the time Liz was in grade 4 she was lagging far behind her peers and would beg her mom not to make her go to school. Eventually her mom agreed and Liz began homeschooling.

IDEA also required that each learning disabled child have an IEP, Individualized Education Program. An IEP is a document that must include current performance of the student, the annual goals the student needs to achieve, special education and related services the child needs, participation, if any, with nondisabled children, modifications needed to take state tests, dates and places of when and where special services will be provided and the measuring progress of the child.      Before a student can have an IEP, they first must be labeled as a student with a learning disability.

What is the special education eligibility criteria for specific learning disability in the area of mathematics under the IDEA?

Here’s what- The student I performed the DIEBALS Benchmark Assessment on was a fourth-grade girl who can sometimes be hyper, but overall is well behaved and willing to learning. For privacy purposes, we will call her Jane Doe. Jane accurately read 26 words out of 31 on the first reading passage, 25 out of 44 on the second, and 30 out of 40 on the last reading passage. After finding the median of the scores, Jane had a 72% accuracy reading on the Oral Reading Assessment with a Median Retell Quality score of 1. Additionally, Jane answered 6 out of 8 questions correctly on the DAZE assessment. Jane’s scores placed her below the cut point of risk for the first benchmark assessment of her fourth grade year.

Portsmouth Ohio on January 3, 2016 Jane Doe victim and wife of Defendant David Doe disappeared and her body was never found. On day in question she gone to place of employment Silver Shears hair solon at request of coworker Holly Smith. After staying approximately 3 hours Jane asked Holly to have a few drinks with her at Dakota bar. Jane coworker testified before meeting her for drinks Jane went home first to change her blouse but Jane left her purse and cigarettes at the Silver Shears. Janes purse contended her driver’s license, medication, money and cell phone. However, Jane never returned and did not meet coworker at the bar in spite of fact Jane regularly visited her sons Jon and Don neither son has seen or hear from their mother since

A. Patient Jane Doe was injured on her left shin, while playing soccer at her local high school. That injury caused her pain while walking, and pain on her left knee cap. The foot was slightly palpated until a pulse detected, only then were they able to conclude Jane was getting enough blood circulation to the lower extremities of the leg (Disorders). An X-Ray is to be administered to further assess her injury. The results indicated a break in the shin bone just under the knee, luckily the bone has not been dislocated and it did not penetrate the skin (Disorders).

After dating for two years, Shawn Sayer and girlfriend Jane Doe decided to end their relationship. For unknown reasons, Sayer started to stalk and harass his ex-girlfriend by showing up to locations where she is known to go. Sayer increased his stalking capabilities by using the internet, he created fake profiles pretending to be his ex-girlfriend and would communicate with random men online. Sayer posted ads with Jane Doe’s phone number and address asking men for sexual favors. As the cyberstalking continued, Jane Doe feared for her life, she changed her name and moved from Maine to Louisiana to live with her relatives. Moving down the East Coast did not stop the harassment, a few months after relocating unknown men showed up in Louisiana claiming that they have communicated with her and consented to sexual intercourse.

The quiet, abandoned town tombstone has a forest that holds a secert. Police officer Jane Doe is startling questions about disapperarances near the abandoned town. The vanishing of Morgan Freeman and Donald Trump both happened on Halloween night just a year apart. Jane stayed up day and night trying to find a connection between the two. She realized she needed to go to tombstone to further her investigation. “When I got there I felt that I wasn’t wanted,” Jane said in an interview. Jane began to walk towards the forest. “The light was fading , creating dark patches around me.”The cars of the victims weremstill on the side of the road. Empty. The air began to get stuffy as Jane wandered deeper into the forest. The wind howled and blew a bitter

Despite the fact, the definition of SLD is the same, the glaring changes to the ways that a school can determine whether a student has an SLD has a significant impact on school identification practices and procedures. IDEA incorporated “responsiveness