Kiara's Case Study

She is oriented x3, alert, cooperative. Good short-term, long-term, and intermediate memory. No aphasia. Normal fund of knowledge. Normal attention and concentration.

Gabby is an eight-year-old from Billings, Montana that appears at first glance to be an infant. She is two feet tall and weighs only eleven pounds. Gabby is growing at the speed of one year for every eight years. She is the second oldest to six children, which are growing at normal speed. Gabby also functions as if she were an infant. She is unable to walk, talk and is partially blind. Gabby has a condition called cortical blindness which according to research (1987) is normally related to cardiac issues which Gabby does not have. Although Gabby is unable to attend school she is able to develop the social skills needed by her siblings by participating in activities such as nail painting and dress up. Also Gabby’s parents have a specialist come to

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

According to the Georgia Department of Education, the Georgia State School Board of Education adopted a new set of standards known as the Common Core State Standards for English Language Arts. Since the Common Core Standards State Standards assess the same English Language Arts standards as the Georgia Performance Standards, Georgia’s curriculum is called Common Core Georgia Performance Standards. Of the ELA standards for first grade, one requires that students be able to ask and answer questions based on the details in a text. This standard also requires that the student be able to retell stories, including details, and demonstrate comprehension. This could be an issue for special needs students. Students with a learning disability in reading often have difficulty comprehending texts in books and other reading material that is written at their grade level. However, there are many strategies to use to improve reading comprehension in struggling readers. With the increase use of technology, my review is written to determine if pre-recordings readings are more effective than teacher-led read aloud in improving comprehension skills of students with disabilities.

She has said she needs a new computer, new monitor, new external hard drive and new graphics tablet.

This worker went out to meet the mother on the Walter case. This worker introduced this worker to Lamyia Walters. This worker gave Lamyia this workers contact information.

She is oriented x3, alert and cooperative. She has fair short-term and intermediate memory, good long-term memory. Normal attention and concentration. Normal language. Normal fund of knowledge.

Brenda received her Bachelor’s in Business Administration (summa cum laude) from Nichols College in 2014. She has attended

With great pleasure, I write this recommendation letter for Melissa Gonzalez, whom I met back in the fall of 2015, when she joined Miami Dade College - Kendall Campus as a Video Production Technician for the Media Services Department. During the time with Miami Dade College, among the qualities that Melissa demonstrated were a mature personality and emotional stability, which are attributes that make an individual valuable for any institution. Miami Dade College is a multiethnic educational institution that welcomes empathy, sensitivity and a cooperative spirit. Melissa has demonstrated all of those attributes while interacting with colleagues, clients, and students.

Kathy Goebel is a 16.2 year old English speaking female, who lives with her parents and two sisters. According to Mrs. Goebel (Kathy’s mother), she had normal pregnancy and delivery with Kathy, weighing 8 pounds and 6 ounces. Mrs. Goebel claimed Kathy met all of her developmental milestones such as walking, talking, and toileting within the expected times. Mr. Goebel (Kathy’s father) and Kathy were involved in a car accident when Kathy was 8 years old. Due to the accident, Kathy fractured two ribs and sustained a closed head injury. Mr. Goebel and Mrs. Goebel both believe Kathy’s communication impairment may be due to the closed head injury from the car accident.

Research has been completed for Julia Medina. The electronic application submitted is unable to be reviewed to verify the original provider listed and a provider change is unable to be processed by the Producer Help Desk. The member may contact Member Services at 800-393-0993 for assistance with the provider update.

Maria Laura is an exchange student from Venezuela who has came to the united states in hopes to study to become a computer major. Maria stated that she had one brother, a mom, and a step dad. She also said that her step dad worked in brazil for a factory when she was younger, as she went to school in brazil. Her step dad ended up getting fired for singing a paper about an impeachment to get rid of the governor at the time. Maria and her family then moved back to Venezuela and she went to a small private all Catholic girls high school, “It was a small school and a small classroom but it was good because we were all really good friends”. Maria had said that she and her family lived in a brick made apartment on the bottom floor of a building, she also added they had a small yard to themselves because they were on the bottom floor.

She is oriented x3, alert, and cooperative. Good short-term, long-term, and intermediate memory. No aphasia. Normal fund of knowledge, attention, and concentration.

The use of technology in educating children with special needs has widely grown in the past few decades, and has since has changed the way people with disabilities live, work, and learn” (Winzer, 2002, p. 98). Individuals with special needs are unique and all have different areas in which they need assistance. Due to the advancements in assistive technology, computer programs, software, and other technology tools, have helped people to find useful and easier ways to become educated.

Although computers were initially created for use in business, they have since become a key resource for teaching all children, including those with special needs.(Winzer, 83) Many