Summary: Individualize Adaptations And Support Plan

Ms. Foster teaches a self-contained classroom of ninth to twelfth graders. Her students have mild to moderate cognitive disabilities and one student is considered autistic although at a high functioning level. Ms. Foster’s students move to other settings throughout the day, but they receive reading and writing instruction from her. She has one child who is considered ESOL but he has been in the US since he was small and does not appear to have problems with English.

Tommy R. is a 6-year-old boy and a kindergarten student in a K-8 combined elementary and junior high school in the San Jose greater metropolitan area. There has been a meeting requested by his educational team and parents to talk about his behavior in school and cognitive abilities in the classroom. School staff have been receiving complaints from Tommy’s teacher and classroom staff about not following direction and non-compliance. Tommy also struggles with completing some classroom tasks as well.

Time is needed for teachers and specialists to meet and create well-constructed plans to identify and implement modifications the, accommodations, and specific goals for individual students. Collaboration must also exist among teachers, staff, and parents to meet a student’s needs and facilitate learning at home.

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

The student assessed is a fourth grade caucasian female. She is nine years and ten months old and is the youngest, only girl of three siblings. Her brothers are in high school and junior high. This is her second year in our school district, she attended a private Christian school from kindergarten through second grade. Her mother is a first grade teacher in our district and father is a diesel mechanic, both parents live at home and are active in her school life. She has a love for creating and has shown this in her school work as well as her non school activities. She is constantly creating fashion items from random household objects, is writing her own stories, and videoing her daily life as well as creating songs and jingles to narrative her thoughts. She has a natural drive to entertain people and is very focused on improving her skills as a creator, fashion designer, writer, and future youtube entertainer all of these reasons are why she was chose to be evaluated.

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

Based on Crystal's most recent data and previous evaluations, Crystal will benefit from Special Education services and accommodations to show growth and interact with grade and age-appropriate texts and reading material. She will need accommodations such as extended

ames was able to complete this task in the four levels since its first attempt and during the whole intervention period. Eric and Tom exhibited a fast improvement and reached at completely correct responses in the next sessions. On the other hand, Neil and Tina had a rather fluctuated performance before achieving the desired outcomes. This may be due to their high ADD level and their tendency to soliloquize.

The activities offered from this unit worked to remediate the content that was presented on the pre-test and some additional concepts. Paula scored well with the trace worksheets that identified the parts and needs of a plant. However, on one worksheet, Paula was unable to fully identify the 3 needs of a plant in a sentence even though she previously traced the word on the same worksheet. Instead of fully identifying the 3 needs, Paula only identified two in the sentence. These actions made her receive an 83% on this worksheet. Additionally, the student was given picture cards that depicted the sequence of how to plant a seed. Paula sequenced her picture cards a total of three times before correctly sequencing the picture cards. Paula incorrectly sequenced three cards the first two tries, and one card for the last trial Paula ended up getting a 75% for this independent activity. Paula required constant observation and guidance to assure that she was keeping up with her peers. This showed me that Paula struggles with keeping up with her peers and requires guidance to assure an understanding of the directions and concepts taught through the

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.

“The IEP, Individualized Education Program, is a document that is developed for each public school child who is eligible for special education” The IEP describes how the student learns, how the student best demonstrates that learning and what teachers and service providers will do to help the student learn more effectively. When developing an IEP the team will consider how their students specific disability affects their learning and come up with goals and objectives that will accommodate those needs and place the student in the least restrictive environment to achieve the goals and

Linda spoke fast, low and mumbled. The youth’s tone was normal. Linda has to repeat herself several times because her speech was unclear.

Diagnostic/Prescriptive/Evaluative (DPE) process is a type of instruction according to Thomas (1996) that helps students with Intellectual Disabilities (ID) accomplish the best chance of success and independence, when accompanied with life goal planning, and goal instructional analysis (GIA), which is a fundamental part of the DPE teaching. The DPE process takes lesson planning, breaks down instruction into manageable segments specialized for the individual student, which provide the necessary educational flexibility to ensure successful outcomes. The first step of this process is to diagnose the student’s skill level along with his/her strengths and weaknesses, and then devise or prescribe a lesson path, where student progress can be

Functional: Ilah is a delightful student to work with. She loves socialize with others in a both a large and small group setting. According to classroom observation, Ilah can demonstrate a range of inattentive behaviors that interfere with learning. She is easily distracted by other students, noise, and other activity within and near the classroom. She tries really hard to stay focused on the task at hand but will become off task due to distractions surrounding her learning area. This often times requires a verbal prompting to get back on task causing her to miss parts of the lesson taught. Data has recorded that Ilah can remain on task for 15-20 minutes depending on the time of the day. There are days when Ilah is able to focus about 80% if

Speech and language delays can be problematic for preschoolers, school aged children and adolescents. These delays range in degree of severity and have many causes; physical and developmentally. Communication plays a specific and important role to all people, especially, preschool children who are developing speech and language skills at fast rate. The consequences of these delays can be devastating for the children affected and can follow them into adulthood. These effects may include academic problems, social and emotional issues and may even lead into mental illness. Children with speech and language delays need professional intervention as young as possible. However even with intervention, some children are still at risk of suffering