His behaviors have led him to in school and home suspensions. On several occasion, David has attended alternative school for his repeated insubordination and disrespect. Overall, after attending the alternative school there were no changes; he remained to have a lack of respect for authoritative figures and peers. To assist with is disruptive
Background Information: Christopher is an energetic and happy little boy who was referred to the ASIP department, at The Carolyn E. Wylie Center by his Inland Regional Center Case Service Coordinator, Elsa Douville. Christopher currently lives at home with his parent(s) Daniel and Gabriela Ibarra and 6 siblings. Christopher currently receives 30 hours of 1:1 intensive behavior modification therapy per month, in a clinic setting. Christopher has been receiving services since December 2015.
The following were discussed: Living Situation/Behaviors/family: Youth is currently living at the YCMA (YES) Shelter. Youth was court ordered on 11/29/16 to temporarily reside at Shelter. Youth is court ordered to obey the shelter rules and youth must attend ERC program. Youth attends the ERC program on Monday through Saturday from 3:00pm to 9:00pm. Youth and family lacks positive communication.
The work he produces in therapy has improved significantly, as he is able to produce legible handwriting in and outside the classroom. Dominic’s occupational therapist will be discharging him from occupational therapy, as well as declassifying him. His general education teacher reports that he is meeting grade level expectations in most academic areas. Furthermore, he interacts appropriately with his teachers and classmates. Overall, Dominic is a student who is functioning well academically and socially.
We communicate daily with *Jacks mother through a home/school diary. At the beginning of each new term the class teacher, along with members of the SLT and *Jacks mother come up with new targets for his IEP (individual Education Plan). (Book 1 ST8 2.2) Our school likes to follow the saying: “It is every child’s right to be heard, listened to and taken seriously and to be consulted. ’’
I am writing to request an intra-district transfer for my child, Adara Hansard, under the Texas Education Code, Sec. 25.0342. Adara is 14 years old, currently living at 4415 Whispering Valley Dr. and attending Anderson High in the fall for her freshman year. She has been a victim of bullying throughout her 7th and 8th grade years at Murchison from several of her peers, creating what I believe to be a toxic and unsuitable educational environment for my child that has caused her to be notably afraid of her transition into Anderson High. She struggled with acceptance from peers and the social life she cultivated at Murchison had a huge impact on her mental well-being, resulting in the need for therapy from Mandy Young, an LPC who specializes in anxiety and social skills issues of children and adolescents who have difficulty fitting in or having success at school, and later on psychiatric help resulting in depression, sleep, and anxiety medication.
I recently had the opportunity to join a classroom at Horseshoe Trails Elementary school and observe a boy that will be referred to as Nick. Before the observation began I was able to speak with Nick’s teacher and obtain some background information about his development over the past year, his daily issues, as well as some family history. Nick is currently in second grade and has been struggling in the classroom for a multitude of reasons. For example, he has an individualized education program (IEP). In addition, he experiences issues with speaking clearly and concisely, due to a minor stutter.
For this assignment, I received the opportunity to interview a clinical social worker. Jeny Thomas, LMSW and she works at Lifeline Center for Child Development, which is located in Queens. Ms. Thomas received her MSW from NYU Silver School of Social Work The purpose, history, and mission of the agency The Lifeline Center for Child Development P23Q is a school age program. It is a non-profit day treatment center for children who are mentally or emotionally disturbed.
Focus: Ms. Smalls (MHP), Ms. Givens (MHS) and Antazia review the draft treatment plan and progress school behaviors. Intervention: MHP, MHS and Antazia review the draft treatment plan. MHP answered MHS and Antazia questions about the goals and interventions. MHP answered Antazia questions about kinship care and updates from her DSS worker. MHP progress and role-play different ways to communicate with school officials.
It also gives the juveniles a chance to interact with fellow students. Seattle Social Development Program would be an excellent for the cooperation between the workers of foster homes and educators. This programs trains educators, parents, and possible foster care workers what how to notice if a child is likely to commit crimes. This type of training starts when the child is in elementary and strengthen the link between those involved (Araki,
Alicia Wilson is and special education teacher that I have known for a year through subbing in the Parkway School District here in St. Louis, MO. She is the lead teacher for all of the staff that services special needs students at Shenandoah Elementary. Her duties not only include supervising those teachers but also leading IEP meeting and communicating plans for special needs children.
Students with EBD are typically the largest group among all disabilities who receive education in an alternative learning environment (U.S. Department of Education, 2016) and all students with disabilities are entitled to a free and appropriate public education (FAPE) as part of the IDEA regulations (Kuo, 2017). Currently, the GNETS program is a large program that services 4,500 students with behavioral disorders; once a student has been placed into this program, a team works to get the student established with the instructional services that follow the Common Core State Standards, research-based behavioral interventions, IEP goals and objectives, and progress monitoring (Georgia Department of Education, 2016). The purpose of a placement for an EBD student in this program is to “prevent children from requiring residential or other more restrictive placements” and support the local school systems’ services (GNETS Rules and Regulations, 2015, p.1). Furthermore, the GNETS programs use the Trauma-Informed Care (TIC) approach to create a learning environment where students feel safe, trusted, respected and empowered (Kuo, 2017).
MHP, Santonias and MHS debrief and process a school incident. MHP and MHS discuss Santonias changing in the behaviors and outlook. MHP allow Santonias to express his emotions about being in foster care and wanting to see his brother. MHP emailed Santonias’s DSS worker to provide a little comfort of getting answers to Santonias questions about family visits and length of foster care placement. Response: MHS report Santonias
Every student with disabilities is also obligated to an IEP specifically for the student’s needs between the ages of 3 and 21 under IDEA. The IEP is created by a team of six or seven, depending on the age of the student. The six members are the parents, an individual that can explain the assessment results, keep in mind, the faculty of the school must not under any circumstances conduct the evaluations without parental consent. Also included is the general education teacher, a local representative from the local education department, the special education teacher and of course the student, who must be included in the meeting if the student is fourteen or older. In this IEP meeting the team members go over what has been planned for the IEP