Samantha, a 6-year, 10-month-old female, was evaluated at the Eastern Illinois University (EIU) Speech-Language-Hearing Clinic (Clinic) on April 1, 2011. Speech-language pathologist (SLP) Lynn Calvert referred Samantha for an evaluation. Samantha’s mother, Mrs. Brown, noted that Samantha currently uses pronoun mix-ups that may not be age-appropriate, confuses verb tenses, has speech sounds errors, and leaves morphemes off words. Her mother first noticed the problem around the age of four and currently is not sure what may have caused the problem. She reported that Samantha has made slight improvements since the problem was first noticed. Samantha also sounds out every word even when she has seen it before and her writing reflects her speech and language errors. Mrs. Brown is concerned with Samantha’s inconsistent academic performance, especially in math, reading, writing, and spelling. Samantha presently resides in Rockwood, IL with her family.
Birth and Developmental History
Mrs. Brown reported that she was at an advanced maternal age when she was pregnant with Samantha. Her pregnancy was otherwise unremarkable, reporting that her health was excellent. Her labor was induced and Samantha was delivery head first at full-term with a normal birth weight. Mrs. Brown reports
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She presently does not have an individualized educational plan (IEP). Although she is making progress, her teacher, Mrs. Wheaton, reported that Samantha still struggles in the classroom. Mrs. Wheaton also reported that Samantha struggles in math and her reading scores fluctuate. She has concerns with Samantha’s attention in the classroom, academic performance, and sentence structure and grammar. Wheaton praised Samantha’s parents for the hard work they had done to help Samantha. Samantha’s current grades are as follows N in math, C in reading, B+ in language, and B+ in
When looking at her school work and from the information that was previously gathered from sessions with Hailey, it was important to assess her as an oral reader, silent reader, writer, word solver, problem solver, and her comprehension. Using a variety of assessments and taking the new information and planning to help Hailey be more successful was important. Also, looking at how Hailey performs across academic areas was another clue to help her be a better student. To have a better picture of Hailey, she brought her academic folders with her to review some of her class work and writing responses, almost like a work portfolio. Hailey made it clear that Science and Math can be more difficult for her than other
She doesn 't display any significant externalizing or conduct problems in school. Madison mother reports high levels of hyperactive behaviors at home. Madison demonstrates good social and communication skills, creativity, works well in groups and is able to work under pressure in school. In the home, Madison displays difficulties with organizations and leadership skills. Mrs. Crilley reports higher levels of inattentive behaviors in addition to difficulty with schoolwork and performance.
The following is a two-part project designed to help me understand the IEP Goal development process. It includes an interview with a current special education teacher and her role in the IEP goal development process. The second part is an analysis of case study. It requires writing IEP goals for it using the Common Core Standards, developing an PBS for the student and creating an accommodation analysis based on the students needs in the case study. When completed, I should have a better feel for the IEP process for students physical disabilities and health
She choiced to fill out an IEP form for paul is because she wanted to see a tour around the Lake Windsor Middle school “We were hoping to see exactly where
Case Study: Too Young to Care This session I am asked to review the following case study and provide three perspectives on the ethical decision facing Angela. Rae, (2009), outlines several theories related to the decision-making process. Ethical Egoism, Virtue Theory, and My perspective will be focused on. Case Study.
Reighn made friends at school and in the community. The peer interactions are positive and provide peer support. The youth is mostly talkative and reserved. Reighn displays positive aggression during passionate discussion.
It was upon investigation by Ms. Wheeler, that the disheveled 10 year old child, with multiple
This is the overall process of establishing the services. School districts are required to abide by the established procedures to identify and evaluate students who are showing signs of having a disability. The individual educational plan (IEP) documents the services required to meet the needs of the student. Both laws (ESEA and IDEA) require students with disabilities to participate in statewide assessments with accommodations, where necessary. Section 504 of the Rehabilitation Act of 1973 is a federal law that protects the rights of students with disabilities enrolled in public schools receiving federal funds.
For example, one moment her mother was buying her extravagant party dresses, and the next moment spanking her so hard with a hairbrush that it broke in two. It was also stated that the agency that sent hired help quit sending help because the patient was so difficult to work for. There was no sign of the collateral sources exhibiting any psychological disorders that may have exacerbated the patient’s problems. Personality testing has indicated that the patient is an extroverted individual, while the intelligence testing had indicated that the patient was a kinetic
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. ’’
Mrs. Fisher’s choices affect the development of the main character, Paul. This is demonstrated when Mrs. Fisher decided to fill out the IEP form, Mrs. Fisher not telling Paul the real reason why he is blind, and Mrs. Fisher not making Paul’s older brother Erik go to a doctor for his anger issues. Mrs. Fisher’s choice of filling out an IEP form affected Paul’s character. Paul was cut off the soccer team because of his physical disability of being blind but if his mom Mrs. Fisher never filled out the IEP form, he would’ve still been able to play soccer at Lake Windsor Middle School. The author wrote, “Paul, darling, I did not know that the IEP form had anything to do with playing on the soccer team,” (Bloor 64).
Speech-Language Pathologists in Long-Term Care At the beginning of my senior year in high school, I was still having trouble deciding what I wanted to do with my life. My mom, who works as a COTA in nursing homes, always pushed me towards nursing or physical therapy. Neither occupation interested me, nursing was too broad of a topic for me to handle and physical therapy seemed too difficult.
Progress: Samantha made minimal progress towards
The student will be given an IEP or Individualized
Kristine Learning Area Outcomes / Achievement Grade Effort English Language Literacy Literacy D E E E Sometimes Kristine has limited English ability in regards to the achievement standards for Year 4. She is on an I.E.P to strengthen her reading and writing abilities. Kristine can recognise most letter, sounds, and blends, but struggles with high frequency words that she is not exposed to everyday. She reads in a disjointed manner, without certainty and fluency.