Maria Sideri
EDU 445: Meeting Diverse Learning Needs of School-Age Children
Individualized Education Program
Presentation-Analysis
Fall 2011
Name: Ben
Birth Date: 11/8/2001
Age: 9 Years Old
Sex: Male
Grade: Second (2)
Primary Language: English
Disability: Neurological
Parent/Student Concerns: Parents are concerned that Ben’s delayed entrance to Kindergarten by one year due to his language deficiencies has made it hard for him and they would like to see him “get along with his peers”. –This explains why he is 9 in second grade.
Strengths:
- Sweet, eager to please
- Compliant, polite
- Respectful of his teachers and peers
- Friendly, social and enjoys being with other people, including peers
- Great sense of humor
- Can read and write independently
- Imaginative
- Good effort, motivated, wants to please
- Works carefully
- Strong decoding skills
- Strong computation skills
Physical Therapy Evaluation:
- Has shown overall improvement in all motor areas although motor planning continues to be difficult. Therefore, Ben requires teacher cueing for multiple step directions.
Present Levels of Educational Performance-General Curriculum:
- The general curriculum areas that are affected by Ben’s neurological disability are all areas (English language arts, history and social sciences, sciences and technology, and mathematics)
How does his disability affect the way Ben performs in school (in these general curriculum areas)?
Because of Ben’s disability, he has…
- Difficulty comprehending lengthy verbal information
- Delays in expressive language which impact his ability to express his thoughts and adequately interact with others
- Delays in problem solving and planning multi step directions and activities, this impacts his ability to problem solve and be flexible in his work and play
- Difficulty interpreting social cues which impact his peer interactions
How can Ben make effective progress? What accommodations are necessary?
- Repetition of directions when necessary, “chunking” information
- Peer modeling
- Demonstrations
- Use of visuals (such as print to assist with comprehension)
- Modeling of expressive language
- Structure interactive activities with peers
- Give longer time to process verbal and visual information
-Redirection to take when necessary, and break tasks into manageable “chunks”
- Check-ins (to ensure understanding)
- Preferential seating
- Preview and review of material and concepts taught
- Visual schedules
- Frequent breaks
- Preview changes of routine (and schedule routines with him)
- Graphic organizers
Present Levels of Educational Performance-Other Educational Needs:
- Other educational areas that are affected by Ben’s disability are in the areas of communication and social/emotional needs.
How does Ben’s disability affect the way Ben performs in other educational areas?
Because of Ben’s disability he…
- Misunderstands spoken language and non-verbal social cues.
-This impacts his relationships with his peers and his ability to access all areas of the curriculum and educational areas outside of the curriculum.
How can Ben make effective progress? What accommodations are necessary?
- Social cueing
- Visual aides
- Social stories
- Frequent breaks
- Preview language rich curriculum areas
- Preview new social situations
- Allow additional time to process verbal information
- Provide extra support during unstructured times as necessary
- New multistep motor directions should be broken down
Annual Goals:
1. Goal: Attention
a. Ben will develop increased awareness of his level of attention.
b. He will need adult support, continue to ask for breaks, ask for clarification is he doesn’t understand a statement, and practice verbal direction.
2. Goal: Social/Emotional
a. Ben will begin to develop an awareness of how his actions and words impact others.
b. He will need teacher cueing to reduce use of inappropriate words, and silly behaviors in small group settings. Also with teacher cueing he will begin to express how others’ behavior affects his feelings.
3. Goal: Oral/Written Comprehension
a. Ben will continue to improve his ability to process and understand oral and written language.
b. He will need to practice using the terms first, then next, and finally to retell a paragraph length passage that he has read or heard in 3 out of 4 occasions. He will also identify a word that he doesn’t understand in a text that he has read or heard.
4. Goal: Expressive Language
a. Ben will improve his ability to cohesively express his ideas.
b. He will need to engage in a conversation with a peer and ask an appropriate question or comment and will formulate a grammatical sentence when given a specific adjective, adverb, or conjunction.
5. Goal: Written Lanuage/Math
a. Ben will demonstrate improved comprehension of both contextual writing and mathematical language.
b. With assistance been will increase his mathematical vocabulary by 15 words.
6. Goal: Motor
a. Been will demonstrate effective e postural control, large motor skills and motor planning skills throughout classroom activities.
b. Ben will maintain upright postural alignment during routine classroom activities without external support.
Outside Help:
- Ben needs to be taken outside of the classroom frequently.
* Due to Ben’s developmental delays in receptive and expressive language motor planning skills, Ben requires Speech and Language therapy in a distraction free setting and access to specialized equipment for physical therapy in order to make effective educational progress.
- He also requires counseling in social/emotional skills which is most effectively delivered in privacy.
-Ben will have a longer school year to prevent loss of previously learned skills
Ben Requires a…
- Speech/Language Therapist
- Physical Therapist
- SPED teacher assistant
Transition into the classroom:
- Ben should be placed next to students who will positively interact with him and model health y social/emotional behavior.
- Ben should be made aware of all routine schedules/ visual aids the classroom and his seat should be close to such aids.
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